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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">ICT in Teachers Education</h1><div class="u-tcGrayDark">34,224 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>ICT in Teachers Education</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/ICT_in_Teachers_Education">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30983897" data-work_id="30983897" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30983897/USING_ICT_IN_SECONDARY_SCHOOL_SCIENCE_TEACHING_WHAT_STUDENTS_AND_TEACHERS_IN_TRINIDAD_AND_TOBAGO_SAY">USING ICT IN SECONDARY SCHOOL SCIENCE TEACHING – WHAT STUDENTS AND TEACHERS IN TRINIDAD AND TOBAGO SAY?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Over the last decade and a half, classrooms have become swamped with a range of electronic devices. Technology will continue to be more efficient, more versatile and indeed more abundant in schools and in classrooms. This study explores... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30983897" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Over the last decade and a half, classrooms have become swamped with a range of electronic devices. Technology will continue to be more efficient, more versatile and indeed more abundant in schools and in classrooms. This study explores the views of students and teachers on the effectiveness of ICT in science teaching in terms of (i) levels of enjoyment derived by students, and (ii) usefulness of ICTs to teachers for their teaching. A questionnaire was used to elicit the views of students and teachers in respect of a range of ICT-based classroom activities. Qualitative and quantitative data collected through the questionnaires from 12 teachers and 100 students involved in science teaching and learning at a selected secondary school in Trinidad were analyzed. The results show that students enjoy ICT interventions in their lessons and teachers rank it high in many respects but, both students and teachers agree that ICT loses its appeal when its use is arbitrary and ill-planned.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30983897" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c762daecad97aec5b76becac42c18294" rel="nofollow" data-download="{"attachment_id":51500087,"asset_id":30983897,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51500087/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=33784","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_30983897 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30983897"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30983897, container: ".js-paper-rank-work_30983897", }); 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$(".js-view-count[data-work-id=30983897]").text(description); $(".js-view-count-work_30983897").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30983897").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30983897"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">26</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a><script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30983897]'), work: {"id":30983897,"title":"USING ICT IN SECONDARY SCHOOL SCIENCE TEACHING – WHAT STUDENTS AND TEACHERS IN TRINIDAD AND TOBAGO SAY?","created_at":"2017-01-18T13:38:09.417-08:00","url":"https://www.academia.edu/30983897/USING_ICT_IN_SECONDARY_SCHOOL_SCIENCE_TEACHING_WHAT_STUDENTS_AND_TEACHERS_IN_TRINIDAD_AND_TOBAGO_SAY?f_ri=33784","dom_id":"work_30983897","summary":"Over the last decade and a half, classrooms have become swamped with a range of electronic devices. Technology will continue to be more efficient, more versatile and indeed more abundant in schools and in classrooms. This study explores the views of students and teachers on the effectiveness of ICT in science teaching in terms of (i) levels of enjoyment derived by students, and (ii) usefulness of ICTs to teachers for their teaching. A questionnaire was used to elicit the views of students and teachers in respect of a range of ICT-based classroom activities. Qualitative and quantitative data collected through the questionnaires from 12 teachers and 100 students involved in science teaching and learning at a selected secondary school in Trinidad were analyzed. The results show that students enjoy ICT interventions in their lessons and teachers rank it high in many respects but, both students and teachers agree that ICT loses its appeal when its use is arbitrary and ill-planned.","downloadable_attachments":[{"id":51500087,"asset_id":30983897,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=33784","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}],"research_interests":[{"id":887,"name":"Teaching and 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Bilimleri","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim_Bilimleri?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19237474 coauthored" data-work_id="19237474" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19237474/Time_for_a_new_approach_to_prepare_future_teachers_for_educational_technology_use_Its_meaning_and_measurement">Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The main objective of this study is to develop a self-report instrument to measure pre-service teachers’ perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19237474" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The main objective of this study is to develop a self-report instrument to measure pre-service teachers’ perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom activities. The questionnaire items of this instrument were drawn up on the basis of a synthesis of 19 qualitative studies (Authors et al., 2012) and were reviewed by experts in the field. In order to study its reliability and aspects of validity, data were collected and analysed consisting of a sample of 688 pre-service teachers in Flanders (Belgium). The resulting scale showed highly satisfactory psychometric properties. Item response theory revealed a good fit of the measurement to a Rating Scale Model for 22 out of 24 items. The results also indicate that the items differ in their degree of difficulty. It seems that helping pre-service teachers to design ICT-rich lessons and providing adequate feedback can be considered more challenging for teacher training institutions. Recommendations are given regarding how the new scale can be useful for both teacher training institutions and schools in developing approaches to equip pre-service teachers with the competencies needed to integrate technology in teaching and learning processes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19237474" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ef2a368e66997e61957caf30ba7a108b" rel="nofollow" data-download="{"attachment_id":40769829,"asset_id":19237474,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40769829/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9073386" href="https://uio.academia.edu/FazilatSiddiq">Fazilat Siddiq</a><script data-card-contents-for-user="9073386" type="text/json">{"id":9073386,"first_name":"Fazilat","last_name":"Siddiq","domain_name":"uio","page_name":"FazilatSiddiq","display_name":"Fazilat Siddiq","profile_url":"https://uio.academia.edu/FazilatSiddiq?f_ri=33784","photo":"https://0.academia-photos.com/9073386/4726524/5587742/s65_fazilat.siddiq.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-19237474">+1</span><div class="hidden js-additional-users-19237474"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://vub.academia.edu/JoTondeur">Jo Tondeur</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-19237474'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-19237474').html(); 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The questionnaire items of this instrument were drawn up on the basis of a synthesis of 19 qualitative studies (Authors et al., 2012) and were reviewed by experts in the field. In order to study its reliability and aspects of validity, data were collected and analysed consisting of a sample of 688 pre-service teachers in Flanders (Belgium). The resulting scale showed highly satisfactory psychometric properties. Item response theory revealed a good fit of the measurement to a Rating Scale Model for 22 out of 24 items. The results also indicate that the items differ in their degree of difficulty. It seems that helping pre-service teachers to design ICT-rich lessons and providing adequate feedback can be considered more challenging for teacher training institutions. 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ICT for language learning. 10th Edition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The objective of the ICT for Language Learning conference is to promote the sharing of good practice and transnational cooperation in the field of the application of Information and Communication Technologies (ICT) to Language Learning... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36629130" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The objective of the ICT for Language Learning conference is to promote the sharing of good practice and transnational cooperation in the field of the application of Information and Communication Technologies (ICT) to Language Learning and Teaching. The ICT for Language Learning conference will also be an excellent opportunity for the presentation of previous and current language learning projects and innovative initiatives.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36629130" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="126a4434227ddb22455c4513c8e18314" rel="nofollow" data-download="{"attachment_id":56560635,"asset_id":36629130,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56560635/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8647215" href="https://independent.academia.edu/libreriauniversitariaitedizioni">Libreriauniversitaria.it Edizioni</a><script data-card-contents-for-user="8647215" type="text/json">{"id":8647215,"first_name":"Libreriauniversitaria.it","last_name":"Edizioni","domain_name":"independent","page_name":"libreriauniversitariaitedizioni","display_name":"Libreriauniversitaria.it Edizioni","profile_url":"https://independent.academia.edu/libreriauniversitariaitedizioni?f_ri=33784","photo":"https://0.academia-photos.com/8647215/2879491/135517054/s65_libreriauniversitaria.it.edizioni.jpg"}</script></span></span></li><li class="js-paper-rank-work_36629130 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36629130"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36629130, container: ".js-paper-rank-work_36629130", }); 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This means that the function of education on which human progress depends in Africa, to a large extent... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38145262" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In the 21st century, education needs to be given serious thoughts and discussions needs to be given to the future of human society.  This means that the function of education on which human progress depends in Africa, to a large extent needs to be reviewed. This article explores John Dewey’s assertion of “education is not preparation for life but life itself” through a review of literature. The author’s interest in this article is to critic this assertion and show how this has implication to the education policy makers, the teachers and the students<br />The Article is based on empirical literature review to critic John Dewey’s Assertion and find out its implications on the teaching and learning in our schools<br />The findings imply that John Dewey’s assertion has implications on curriculum development, methods of teaching and learning. The teacher’s role of linking students’ personal experiences and characteristics to the material studied is very important.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38145262" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4525d788477e5ff67c0f3a9a940eccf0" rel="nofollow" data-download="{"attachment_id":58177507,"asset_id":38145262,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58177507/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="53402848" href="https://ictuniversity.academia.edu/MrAbdallahZiraba">Abdallah Ziraba</a><script data-card-contents-for-user="53402848" type="text/json">{"id":53402848,"first_name":"Abdallah","last_name":"Ziraba","domain_name":"ictuniversity","page_name":"MrAbdallahZiraba","display_name":"Abdallah Ziraba","profile_url":"https://ictuniversity.academia.edu/MrAbdallahZiraba?f_ri=33784","photo":"https://0.academia-photos.com/53402848/15089631/15803699/s65_mr._abdallah.ziraba.jpg"}</script></span></span></li><li class="js-paper-rank-work_38145262 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38145262"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38145262, container: ".js-paper-rank-work_38145262", }); 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This means that the function of education on which human progress depends in Africa, to a large extent needs to be reviewed. This article explores John Dewey’s assertion of “education is not preparation for life but life itself” through a review of literature. The author’s interest in this article is to critic this assertion and show how this has implication to the education policy makers, the teachers and the students\nThe Article is based on empirical literature review to critic John Dewey’s Assertion and find out its implications on the teaching and learning in our schools\nThe findings imply that John Dewey’s assertion has implications on curriculum development, methods of teaching and learning. The teacher’s role of linking students’ personal experiences and characteristics to the material studied is very important.\n","downloadable_attachments":[{"id":58177507,"asset_id":38145262,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":53402848,"first_name":"Abdallah","last_name":"Ziraba","domain_name":"ictuniversity","page_name":"MrAbdallahZiraba","display_name":"Abdallah Ziraba","profile_url":"https://ictuniversity.academia.edu/MrAbdallahZiraba?f_ri=33784","photo":"https://0.academia-photos.com/53402848/15089631/15803699/s65_mr._abdallah.ziraba.jpg"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false},{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=33784","nofollow":false},{"id":22077,"name":"Learning Management Systems","url":"https://www.academia.edu/Documents/in/Learning_Management_Systems?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":1001921,"name":"Teaching With Moodle","url":"https://www.academia.edu/Documents/in/Teaching_With_Moodle?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_21788304" data-work_id="21788304" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/21788304/Model_TPACK_O_potrzebie_technopedagogicznego_podej%C5%9Bcia_do_wiedzy_i_kompetencji_nauczycieli">Model TPACK. O potrzebie technopedagogicznego podejścia do wiedzy i kompetencji nauczycieli</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">W artykule zostały przedstawione wyniki dwóch studiów empirycznych, których celem było zbadanie stosunku przyszłych nauczycieli do nowych edukacyjnych rozwiązań TIK. Studia ta ukazują, że podejście nauczycieli do TIK kształtowane jest nie... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_21788304" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">W artykule zostały przedstawione wyniki dwóch studiów empirycznych, których celem było zbadanie stosunku przyszłych nauczycieli do nowych edukacyjnych rozwiązań TIK. Studia ta ukazują, że podejście nauczycieli do TIK kształtowane jest nie – jak zakładało wiele wcześniejszych badań – w placówce w której podejmują oni pracę, ale w jednostkach w których są kształceni pedagogicznie. Ponadto pokazują, że stosunek przyszłych nauczycieli do TIK wynika także z ich edukacyjnych/szkolnych doświadczeń – z potrzeby reprodukowania znanych im (nisko stechnicyzowanych) modeli edukacji. Koniecznym wydaje się więc wprowadzenie do systemu kształcenia nauczycieli nowego modelu wiedzy i kompetencji, uwzględniającego zapotrzebowanie na wiedzę i kompetencje technologiczne. Takim modelem może stać się tytułowy TPACK (Technological, Pedagogical and Content Knowledge model) – jego podstawowe założenia zostały przedstawione w ostatniej części tekstu, jako swego rodzaju rekomendacja wynikająca z przytoczonych badań.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21788304" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="35430becbbb67c24e0593b714a658932" rel="nofollow" data-download="{"attachment_id":42551902,"asset_id":21788304,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42551902/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8115401" href="https://amu.academia.edu/MichalKlichowski">Michal Klichowski</a><script data-card-contents-for-user="8115401" type="text/json">{"id":8115401,"first_name":"Michal","last_name":"Klichowski","domain_name":"amu","page_name":"MichalKlichowski","display_name":"Michal Klichowski","profile_url":"https://amu.academia.edu/MichalKlichowski?f_ri=33784","photo":"https://0.academia-photos.com/8115401/2810495/39509228/s65_michal.klichowski.jpg"}</script></span></span></li><li class="js-paper-rank-work_21788304 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="21788304"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 21788304, container: ".js-paper-rank-work_21788304", }); });</script></li><li class="js-percentile-work_21788304 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 21788304; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_21788304"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_21788304 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="21788304"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 21788304; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=21788304]").text(description); $(".js-view-count-work_21788304").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_21788304").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="21788304"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4394" href="https://www.academia.edu/Documents/in/ICT_Educational_design">ICT Educational design</a>, <script data-card-contents-for-ri="4394" type="text/json">{"id":4394,"name":"ICT Educational design","url":"https://www.academia.edu/Documents/in/ICT_Educational_design?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="13545" href="https://www.academia.edu/Documents/in/Teacher_Training">Teacher Training</a><script data-card-contents-for-ri="13545" type="text/json">{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=21788304]'), work: {"id":21788304,"title":"Model TPACK. O potrzebie technopedagogicznego podejścia do wiedzy i kompetencji nauczycieli","created_at":"2016-02-10T12:03:51.139-08:00","url":"https://www.academia.edu/21788304/Model_TPACK_O_potrzebie_technopedagogicznego_podej%C5%9Bcia_do_wiedzy_i_kompetencji_nauczycieli?f_ri=33784","dom_id":"work_21788304","summary":"W artykule zostały przedstawione wyniki dwóch studiów empirycznych, których celem było zbadanie stosunku przyszłych nauczycieli do nowych edukacyjnych rozwiązań TIK. Studia ta ukazują, że podejście nauczycieli do TIK kształtowane jest nie – jak zakładało wiele wcześniejszych badań – w placówce w której podejmują oni pracę, ale w jednostkach w których są kształceni pedagogicznie. Ponadto pokazują, że stosunek przyszłych nauczycieli do TIK wynika także z ich edukacyjnych/szkolnych doświadczeń – z potrzeby reprodukowania znanych im (nisko stechnicyzowanych) modeli edukacji. Koniecznym wydaje się więc wprowadzenie do systemu kształcenia nauczycieli nowego modelu wiedzy i kompetencji, uwzględniającego zapotrzebowanie na wiedzę i kompetencje technologiczne. Takim modelem może stać się tytułowy TPACK (Technological, Pedagogical and Content Knowledge model) – jego podstawowe założenia zostały przedstawione w ostatniej części tekstu, jako swego rodzaju rekomendacja wynikająca z przytoczonych badań.","downloadable_attachments":[{"id":42551902,"asset_id":21788304,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8115401,"first_name":"Michal","last_name":"Klichowski","domain_name":"amu","page_name":"MichalKlichowski","display_name":"Michal Klichowski","profile_url":"https://amu.academia.edu/MichalKlichowski?f_ri=33784","photo":"https://0.academia-photos.com/8115401/2810495/39509228/s65_michal.klichowski.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false},{"id":4394,"name":"ICT Educational design","url":"https://www.academia.edu/Documents/in/ICT_Educational_design?f_ri=33784","nofollow":false},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784"},{"id":34898,"name":"Tpack","url":"https://www.academia.edu/Documents/in/Tpack?f_ri=33784"},{"id":34970,"name":"Technological Pedagogical Content Knowledge (TPACK)","url":"https://www.academia.edu/Documents/in/Technological_Pedagogical_Content_Knowledge_TPACK_?f_ri=33784"},{"id":39744,"name":"TPACK (Education)","url":"https://www.academia.edu/Documents/in/TPACK_Education_?f_ri=33784"},{"id":82717,"name":"Pre-service teachers","url":"https://www.academia.edu/Documents/in/Pre-service_teachers?f_ri=33784"},{"id":106182,"name":"Pre Service Teacher Education","url":"https://www.academia.edu/Documents/in/Pre_Service_Teacher_Education?f_ri=33784"},{"id":140824,"name":"TPACK scale","url":"https://www.academia.edu/Documents/in/TPACK_scale?f_ri=33784"},{"id":335908,"name":"Edukacja","url":"https://www.academia.edu/Documents/in/Edukacja?f_ri=33784"},{"id":359304,"name":"Pedagogy of Teaching and Learning of Ict in Education Curriculum","url":"https://www.academia.edu/Documents/in/Pedagogy_of_Teaching_and_Learning_of_Ict_in_Education_Curriculum?f_ri=33784"},{"id":558156,"name":"Self-efficacy towards TPACK","url":"https://www.academia.edu/Documents/in/Self-efficacy_towards_TPACK?f_ri=33784"},{"id":652603,"name":"Pre-service teach self-efficacy","url":"https://www.academia.edu/Documents/in/Pre-service_teach_self-efficacy?f_ri=33784"},{"id":1419665,"name":"SCOT Theory","url":"https://www.academia.edu/Documents/in/SCOT_Theory?f_ri=33784"},{"id":1588585,"name":"Nauczyciele","url":"https://www.academia.edu/Documents/in/Nauczyciele?f_ri=33784"},{"id":1908781,"name":"Kompetencje nauczycieli","url":"https://www.academia.edu/Documents/in/Kompetencje_nauczycieli?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37500772" data-work_id="37500772" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37500772/A_Ecologia_dos_Meios_e_a_tecnologia_como_imers%C3%A3o_cultural">A Ecologia dos Meios e a tecnologia como imersão cultural</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A perspectiva teórica da ecologia dos meios, abordada por McLuhan (1962), Postman (1970) e Ong (1982), compreende as mídias como ambientes culturais imersivos, em que os aspectos relacionais ganham relevância. Migrando o foco dos efeitos... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37500772" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A perspectiva teórica da ecologia dos meios, abordada por McLuhan (1962), Postman (1970) e Ong (1982), compreende as mídias como ambientes culturais imersivos, em que os aspectos relacionais ganham relevância. Migrando o foco dos efeitos das mídias para as linguagens que as constituem, a ecologia dos meios busca compreender as mudanças significativas que as tecnologias trazem nas esferas comunicativas, políticas, econômicas e sociais. O objetivo deste artigo é investigar a integração de tecnologias no ambiente escolar sob a perspectiva da ecologia dos meios, apresentando uma pesquisa desenvolvida entre 2014 e 2016 em oito escolas municipais da cidade do Rio de Janeiro. O estudo, de cunho qualitativo, envolveu 80 sujeitos de pesquisa, entre professores, diretores e coordenadores pedagógicos. Os resultados apontam para a presença da tecnologia na escola em sua vertente cultural e, ao mesmo tempo, para vicissitudes que envolvem o reconhecimento e a dificuldade em lidar com essa presença. Abstract: The theoretical perspective of media ecology, addressed by McLuhan (1962), Postman (1970) and Ong (1982), views the media as immersive cultural environments in which relational aspects gain relevance. Shifting the focus from the effects of the media to the languages that constitute them, media ecology seeks to understand the significant changes that technologies have brought in the communicative, political, economic and social spheres. The aim of this article is to investigate the integration of technologies in the school environment from the perspective of media ecology. It presents a study carried out between 2014 and 2016, in eight municipal schools in the city of Rio de Janeiro. The qualitative study involved eighty research subjects, including teachers, school Principals and pedagogical coordinators. The results show the presence of technology in the school from a cultural point of view and the vicissitudes that make it difficult for the school actors to recognize and deal with this presence. Resumen: La perspectiva teórica de la ecología de los medios, abordada por McLuhan (1962), Postman (1970) y Ong (1982), comprende los medios como entornos culturales inmersivos, en los que los aspectos relacionales ganan relevancia. La ecología de los medios busca comprender los cambios significativos que las tecnologías traen en las esferas comunicativas, políticas, económicas y sociales.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37500772" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4405640b054d095fffce447562370489" rel="nofollow" data-download="{"attachment_id":57471891,"asset_id":37500772,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57471891/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3414467" href="https://ku-dk.academia.edu/MagdaPischetola">Magda Pischetola</a><script data-card-contents-for-user="3414467" type="text/json">{"id":3414467,"first_name":"Magda","last_name":"Pischetola","domain_name":"ku-dk","page_name":"MagdaPischetola","display_name":"Magda Pischetola","profile_url":"https://ku-dk.academia.edu/MagdaPischetola?f_ri=33784","photo":"https://0.academia-photos.com/3414467/1846395/124547580/s65_magda.pischetola.jpeg"}</script></span></span></li><li class="js-paper-rank-work_37500772 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37500772"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37500772, container: ".js-paper-rank-work_37500772", }); });</script></li><li class="js-percentile-work_37500772 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37500772; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37500772"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37500772 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37500772"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37500772; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37500772]").text(description); $(".js-view-count-work_37500772").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37500772").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37500772"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3892" href="https://www.academia.edu/Documents/in/Media_Ecology">Media Ecology</a>, <script data-card-contents-for-ri="3892" type="text/json">{"id":3892,"name":"Media Ecology","url":"https://www.academia.edu/Documents/in/Media_Ecology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6865" href="https://www.academia.edu/Documents/in/Digital_Culture">Digital Culture</a>, <script data-card-contents-for-ri="6865" type="text/json">{"id":6865,"name":"Digital Culture","url":"https://www.academia.edu/Documents/in/Digital_Culture?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a><script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37500772]'), work: {"id":37500772,"title":"A Ecologia dos Meios e a tecnologia como imersão cultural","created_at":"2018-09-29T18:41:08.274-07:00","url":"https://www.academia.edu/37500772/A_Ecologia_dos_Meios_e_a_tecnologia_como_imers%C3%A3o_cultural?f_ri=33784","dom_id":"work_37500772","summary":"A perspectiva teórica da ecologia dos meios, abordada por McLuhan (1962), Postman (1970) e Ong (1982), compreende as mídias como ambientes culturais imersivos, em que os aspectos relacionais ganham relevância. Migrando o foco dos efeitos das mídias para as linguagens que as constituem, a ecologia dos meios busca compreender as mudanças significativas que as tecnologias trazem nas esferas comunicativas, políticas, econômicas e sociais. O objetivo deste artigo é investigar a integração de tecnologias no ambiente escolar sob a perspectiva da ecologia dos meios, apresentando uma pesquisa desenvolvida entre 2014 e 2016 em oito escolas municipais da cidade do Rio de Janeiro. O estudo, de cunho qualitativo, envolveu 80 sujeitos de pesquisa, entre professores, diretores e coordenadores pedagógicos. Os resultados apontam para a presença da tecnologia na escola em sua vertente cultural e, ao mesmo tempo, para vicissitudes que envolvem o reconhecimento e a dificuldade em lidar com essa presença. Abstract: The theoretical perspective of media ecology, addressed by McLuhan (1962), Postman (1970) and Ong (1982), views the media as immersive cultural environments in which relational aspects gain relevance. Shifting the focus from the effects of the media to the languages that constitute them, media ecology seeks to understand the significant changes that technologies have brought in the communicative, political, economic and social spheres. The aim of this article is to investigate the integration of technologies in the school environment from the perspective of media ecology. It presents a study carried out between 2014 and 2016, in eight municipal schools in the city of Rio de Janeiro. The qualitative study involved eighty research subjects, including teachers, school Principals and pedagogical coordinators. The results show the presence of technology in the school from a cultural point of view and the vicissitudes that make it difficult for the school actors to recognize and deal with this presence. Resumen: La perspectiva teórica de la ecología de los medios, abordada por McLuhan (1962), Postman (1970) y Ong (1982), comprende los medios como entornos culturales inmersivos, en los que los aspectos relacionales ganan relevancia. La ecología de los medios busca comprender los cambios significativos que las tecnologías traen en las esferas comunicativas, políticas, económicas y sociales.","downloadable_attachments":[{"id":57471891,"asset_id":37500772,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3414467,"first_name":"Magda","last_name":"Pischetola","domain_name":"ku-dk","page_name":"MagdaPischetola","display_name":"Magda Pischetola","profile_url":"https://ku-dk.academia.edu/MagdaPischetola?f_ri=33784","photo":"https://0.academia-photos.com/3414467/1846395/124547580/s65_magda.pischetola.jpeg"}],"research_interests":[{"id":3892,"name":"Media Ecology","url":"https://www.academia.edu/Documents/in/Media_Ecology?f_ri=33784","nofollow":false},{"id":6865,"name":"Digital Culture","url":"https://www.academia.edu/Documents/in/Digital_Culture?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43909295" data-work_id="43909295" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43909295/From_Hybrid_Instruction_to_Emergency_Remote_Teaching_Reflections_of_a_Teacher_Educator_in_New_Mexico">From Hybrid Instruction to Emergency Remote Teaching: Reflections of a Teacher Educator in New Mexico</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The pivot from a hybrid learning environment to a fully online one brings to the fore questions of fairness and equity for marginalized individuals and groups of students at our minority-majority university. Because effective distance... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43909295" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The pivot from a hybrid learning environment to a fully online one brings to the fore questions of fairness and equity for marginalized individuals and groups of students at our minority-majority university. Because effective distance education requires adjustments to instruction at all levels, the shift to remote teaching raises questions about effective preparation of in-service and preservice teachers who work with students from diverse cultural, linguistic, and ability backgrounds. In this paper I address some of the difficulties faced by students, teachers, and families in New Mexico during the sudden transition to remote education. I outline educator perspectives related to the graduate and undergraduate technology integration courses I teach, emphasizing the need to support students from diverse linguistic, sociocultural, and ability backgrounds, particularly those living in geographically isolated communities. <br />Available at:<br /><a href="https://www.digitalcultureandeducation.com/reflections-on-covid19/new-mexico" rel="nofollow">https://www.digitalcultureandeducation.com/reflections-on-covid19/new-mexico</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43909295" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5c7c868f522f31dc6b233a8b10d4406c" rel="nofollow" data-download="{"attachment_id":64247301,"asset_id":43909295,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64247301/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3230249" href="https://unm.academia.edu/KarlaKingsley">Karla Kingsley</a><script data-card-contents-for-user="3230249" type="text/json">{"id":3230249,"first_name":"Karla","last_name":"Kingsley","domain_name":"unm","page_name":"KarlaKingsley","display_name":"Karla Kingsley","profile_url":"https://unm.academia.edu/KarlaKingsley?f_ri=33784","photo":"https://0.academia-photos.com/3230249/1063806/1877224/s65_karla.kingsley.jpg"}</script></span></span></li><li class="js-paper-rank-work_43909295 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43909295"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43909295, container: ".js-paper-rank-work_43909295", }); });</script></li><li class="js-percentile-work_43909295 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43909295; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43909295"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43909295 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43909295"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43909295; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43909295]").text(description); $(".js-view-count-work_43909295").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43909295").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43909295"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="923" href="https://www.academia.edu/Documents/in/Technology">Technology</a>, <script data-card-contents-for-ri="923" type="text/json">{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1695" href="https://www.academia.edu/Documents/in/Distance_Education">Distance Education</a><script data-card-contents-for-ri="1695" type="text/json">{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43909295]'), work: {"id":43909295,"title":"From Hybrid Instruction to Emergency Remote Teaching: Reflections of a Teacher Educator in New Mexico","created_at":"2020-08-20T20:09:16.403-07:00","url":"https://www.academia.edu/43909295/From_Hybrid_Instruction_to_Emergency_Remote_Teaching_Reflections_of_a_Teacher_Educator_in_New_Mexico?f_ri=33784","dom_id":"work_43909295","summary":"The pivot from a hybrid learning environment to a fully online one brings to the fore questions of fairness and equity for marginalized individuals and groups of students at our minority-majority university. Because effective distance education requires adjustments to instruction at all levels, the shift to remote teaching raises questions about effective preparation of in-service and preservice teachers who work with students from diverse cultural, linguistic, and ability backgrounds. In this paper I address some of the difficulties faced by students, teachers, and families in New Mexico during the sudden transition to remote education. I outline educator perspectives related to the graduate and undergraduate technology integration courses I teach, emphasizing the need to support students from diverse linguistic, sociocultural, and ability backgrounds, particularly those living in geographically isolated communities. \nAvailable at:\nhttps://www.digitalcultureandeducation.com/reflections-on-covid19/new-mexico","downloadable_attachments":[{"id":64247301,"asset_id":43909295,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3230249,"first_name":"Karla","last_name":"Kingsley","domain_name":"unm","page_name":"KarlaKingsley","display_name":"Karla Kingsley","profile_url":"https://unm.academia.edu/KarlaKingsley?f_ri=33784","photo":"https://0.academia-photos.com/3230249/1063806/1877224/s65_karla.kingsley.jpg"}],"research_interests":[{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=33784","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false},{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education?f_ri=33784","nofollow":false},{"id":4763,"name":"Online Instruction","url":"https://www.academia.edu/Documents/in/Online_Instruction?f_ri=33784"},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=33784"},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=33784"},{"id":21290,"name":"Teachers Practices","url":"https://www.academia.edu/Documents/in/Teachers_Practices?f_ri=33784"},{"id":24943,"name":"Distance Learning","url":"https://www.academia.edu/Documents/in/Distance_Learning?f_ri=33784"},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784"},{"id":106182,"name":"Pre Service Teacher Education","url":"https://www.academia.edu/Documents/in/Pre_Service_Teacher_Education?f_ri=33784"},{"id":149995,"name":"Preservice Teachers","url":"https://www.academia.edu/Documents/in/Preservice_Teachers?f_ri=33784"},{"id":155351,"name":"Teacher Preparation","url":"https://www.academia.edu/Documents/in/Teacher_Preparation?f_ri=33784"},{"id":187354,"name":"Social and Emotional Wellbeing","url":"https://www.academia.edu/Documents/in/Social_and_Emotional_Wellbeing?f_ri=33784"},{"id":223871,"name":"Preparing teachers for schools in high poverty communities.","url":"https://www.academia.edu/Documents/in/Preparing_teachers_for_schools_in_high_poverty_communities?f_ri=33784"},{"id":706632,"name":"Children's Social and Emotional Wellbeing","url":"https://www.academia.edu/Documents/in/Childrens_Social_and_Emotional_Wellbeing?f_ri=33784"},{"id":3557864,"name":"Covid-19","url":"https://www.academia.edu/Documents/in/Covid-19?f_ri=33784"},{"id":3594697,"name":"COVID-19 PANDEMIC","url":"https://www.academia.edu/Documents/in/COVID-19_PANDEMIC?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35013364" data-work_id="35013364" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35013364/TEACHING_AND_LEARNING_IT_SHOULD_BE_A_FUN_JOURNEY">TEACHING AND LEARNING:IT SHOULD BE A FUN JOURNEY</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Teaching and learning has become quite difficult at this time of era when students are showing more interest in communicational technologies such as Facebook, Twitter and WhatsApp, published internet contents, mobile phones for instant... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35013364" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Teaching and learning has become quite difficult at this time of era when students are showing more interest in communicational technologies such as Facebook, Twitter and WhatsApp, published internet contents, mobile phones for instant messages and photographs, video games, television series, outdoor and fun activities and an environment bounded by less traditions and more of social freedom. These are the " new Millennials " , the current generation who are turning their focus away from books and libraries to a more digital environment which is believed to provide them with better knowledge and skills. Today, technology is indeed very important for improvements in teaching and learning, for enhanced productivity and for effective communication purposes. This paper discusses a few important strategies that teachers should ensure for effective delivery of the course content as well as a way to boost students performance in this modern era.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35013364" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5f24262883a8e22f90c596ef975c860a" rel="nofollow" data-download="{"attachment_id":54877426,"asset_id":35013364,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54877426/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="30979426" href="https://fnu.academia.edu/ShabnamBano">Shabnam Bano</a><script data-card-contents-for-user="30979426" type="text/json">{"id":30979426,"first_name":"Shabnam","last_name":"Bano","domain_name":"fnu","page_name":"ShabnamBano","display_name":"Shabnam Bano","profile_url":"https://fnu.academia.edu/ShabnamBano?f_ri=33784","photo":"https://0.academia-photos.com/30979426/123329636/112677303/s65_shabnam.bano.png"}</script></span></span></li><li class="js-paper-rank-work_35013364 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35013364"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35013364, container: ".js-paper-rank-work_35013364", }); });</script></li><li class="js-percentile-work_35013364 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35013364; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_35013364"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35013364 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35013364"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35013364; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35013364]").text(description); $(".js-view-count-work_35013364").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35013364").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35013364"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3398" href="https://www.academia.edu/Documents/in/Educational_Psychology">Educational Psychology</a>, <script data-card-contents-for-ri="3398" type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="31465" href="https://www.academia.edu/Documents/in/Learning_Disabilities">Learning Disabilities</a><script data-card-contents-for-ri="31465" type="text/json">{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35013364]'), work: {"id":35013364,"title":"TEACHING AND LEARNING:IT SHOULD BE A FUN JOURNEY","created_at":"2017-10-31T13:12:51.937-07:00","url":"https://www.academia.edu/35013364/TEACHING_AND_LEARNING_IT_SHOULD_BE_A_FUN_JOURNEY?f_ri=33784","dom_id":"work_35013364","summary":"Teaching and learning has become quite difficult at this time of era when students are showing more interest in communicational technologies such as Facebook, Twitter and WhatsApp, published internet contents, mobile phones for instant messages and photographs, video games, television series, outdoor and fun activities and an environment bounded by less traditions and more of social freedom. These are the \" new Millennials \" , the current generation who are turning their focus away from books and libraries to a more digital environment which is believed to provide them with better knowledge and skills. Today, technology is indeed very important for improvements in teaching and learning, for enhanced productivity and for effective communication purposes. This paper discusses a few important strategies that teachers should ensure for effective delivery of the course content as well as a way to boost students performance in this modern era.","downloadable_attachments":[{"id":54877426,"asset_id":35013364,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":30979426,"first_name":"Shabnam","last_name":"Bano","domain_name":"fnu","page_name":"ShabnamBano","display_name":"Shabnam Bano","profile_url":"https://fnu.academia.edu/ShabnamBano?f_ri=33784","photo":"https://0.academia-photos.com/30979426/123329636/112677303/s65_shabnam.bano.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33784","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=33784","nofollow":false},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_57057965" data-work_id="57057965" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/57057965/Teaching_teachers_for_the_future_how_what_why_and_what_next">Teaching teachers for the future : how, what, why, and what next?</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/57057965" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fc7af38b82d28c69ee7129478dbc40f3" rel="nofollow" data-download="{"attachment_id":72139774,"asset_id":57057965,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/72139774/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="45642247" href="https://independent.academia.edu/GeoffRomeo">Geoff Romeo</a><script data-card-contents-for-user="45642247" type="text/json">{"id":45642247,"first_name":"Geoff","last_name":"Romeo","domain_name":"independent","page_name":"GeoffRomeo","display_name":"Geoff Romeo","profile_url":"https://independent.academia.edu/GeoffRomeo?f_ri=33784","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_57057965 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="57057965"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 57057965, container: ".js-paper-rank-work_57057965", }); });</script></li><li class="js-percentile-work_57057965 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 57057965; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_57057965"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_57057965 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="57057965"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 57057965; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=57057965]").text(description); $(".js-view-count-work_57057965").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_57057965").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="57057965"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a>, <script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="39744" href="https://www.academia.edu/Documents/in/TPACK_Education_">TPACK (Education)</a><script data-card-contents-for-ri="39744" type="text/json">{"id":39744,"name":"TPACK (Education)","url":"https://www.academia.edu/Documents/in/TPACK_Education_?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=57057965]'), work: {"id":57057965,"title":"Teaching teachers for the future : how, what, why, and what next?","created_at":"2021-10-10T21:10:12.169-07:00","url":"https://www.academia.edu/57057965/Teaching_teachers_for_the_future_how_what_why_and_what_next?f_ri=33784","dom_id":"work_57057965","summary":null,"downloadable_attachments":[{"id":72139774,"asset_id":57057965,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":45642247,"first_name":"Geoff","last_name":"Romeo","domain_name":"independent","page_name":"GeoffRomeo","display_name":"Geoff Romeo","profile_url":"https://independent.academia.edu/GeoffRomeo?f_ri=33784","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":39744,"name":"TPACK (Education)","url":"https://www.academia.edu/Documents/in/TPACK_Education_?f_ri=33784","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72360228" data-work_id="72360228" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72360228/Academic_domains_as_political_battlegrounds">Academic domains as political battlegrounds</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72360228" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72360228" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0e87947bc7c2c6816851120c02ca07f8" rel="nofollow" data-download="{"attachment_id":81316883,"asset_id":72360228,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81316883/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2249887" href="https://independent.academia.edu/ElaineKhoo">Elaine Khoo</a><script data-card-contents-for-user="2249887" type="text/json">{"id":2249887,"first_name":"Elaine","last_name":"Khoo","domain_name":"independent","page_name":"ElaineKhoo","display_name":"Elaine Khoo","profile_url":"https://independent.academia.edu/ElaineKhoo?f_ri=33784","photo":"https://0.academia-photos.com/2249887/717344/890873/s65_elaine.khoo.jpg"}</script></span></span></li><li class="js-paper-rank-work_72360228 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72360228"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72360228, container: ".js-paper-rank-work_72360228", }); });</script></li><li class="js-percentile-work_72360228 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 72360228; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_72360228"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_72360228 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="72360228"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 72360228; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=72360228]").text(description); $(".js-view-count-work_72360228").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72360228").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="72360228"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="491" href="https://www.academia.edu/Documents/in/Information_Technology">Information Technology</a>, <script data-card-contents-for-ri="491" type="text/json">{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72360228]'), work: {"id":72360228,"title":"Academic domains as political battlegrounds","created_at":"2022-02-23T17:53:08.275-08:00","url":"https://www.academia.edu/72360228/Academic_domains_as_political_battlegrounds?f_ri=33784","dom_id":"work_72360228","summary":"This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...","downloadable_attachments":[{"id":81316883,"asset_id":72360228,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2249887,"first_name":"Elaine","last_name":"Khoo","domain_name":"independent","page_name":"ElaineKhoo","display_name":"Elaine Khoo","profile_url":"https://independent.academia.edu/ElaineKhoo?f_ri=33784","photo":"https://0.academia-photos.com/2249887/717344/890873/s65_elaine.khoo.jpg"}],"research_interests":[{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=33784","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33784","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=33784","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=33784"},{"id":4198,"name":"Mobile Technology","url":"https://www.academia.edu/Documents/in/Mobile_Technology?f_ri=33784"},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784"},{"id":10439,"name":"Academia Research","url":"https://www.academia.edu/Documents/in/Academia_Research?f_ri=33784"},{"id":21556,"name":"Crowdsourcing","url":"https://www.academia.edu/Documents/in/Crowdsourcing?f_ri=33784"},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784"},{"id":40067,"name":"Academia","url":"https://www.academia.edu/Documents/in/Academia?f_ri=33784"},{"id":47979,"name":"Educational Technologies","url":"https://www.academia.edu/Documents/in/Educational_Technologies?f_ri=33784"},{"id":49109,"name":"organizational Politics","url":"https://www.academia.edu/Documents/in/organizational_Politics?f_ri=33784"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=33784"},{"id":59587,"name":"Library and Information Studies","url":"https://www.academia.edu/Documents/in/Library_and_Information_Studies?f_ri=33784"},{"id":123474,"name":"Academics","url":"https://www.academia.edu/Documents/in/Academics?f_ri=33784"},{"id":1198660,"name":"E Learning","url":"https://www.academia.edu/Documents/in/E_Learning-14?f_ri=33784"},{"id":1279370,"name":"Maaging Organizational Politics","url":"https://www.academia.edu/Documents/in/Maaging_Organizational_Politics?f_ri=33784"},{"id":2457460,"name":"CrowdAuthoring","url":"https://www.academia.edu/Documents/in/CrowdAuthoring?f_ri=33784"},{"id":2458978,"name":"Academic Domain","url":"https://www.academia.edu/Documents/in/Academic_Domain?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43443828 coauthored" data-work_id="43443828" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43443828/Teaching_art_and_design_in_a_digital_age_challenges_facing_Ugandan_teacher_educators">Teaching art and design in a digital age challenges facing Ugandan teacher educators</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Although the use of digital technologies in teacher education has reached advanced stages in the developed world, it is still in its infancy in many developing countries, including Uganda. In their struggle to advance the use of digital... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43443828" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although the use of digital technologies in teacher education<br />has reached advanced stages in the developed world, it is still<br />in its infancy in many developing countries, including Uganda.<br />In their struggle to advance the use of digital technologies in<br />teaching, educators face various challenges that prevent the<br />successful adoption of such technologies in the classroom.<br />This study explores the motivation and material accessibility<br />challenges that art and design (A&D) educators in Uganda<br />encounter when teaching with digital technologies and examines how they cope with these challenges. To address the<br />research question, the study adopts a descriptive case study<br />design that seeks to document the participants’ accounts.<br />Semi-structured interviews and non-participant observations<br />were employed to collect data from teacher educators (TEs)<br />and administrators (ADs) in two teacher training institutions<br />(TTIs) in Uganda. The findings indicate that A&D TEs face<br />accessibility challenges relating to motivation and material<br />access. The educators use various strategies to cope with<br />the existing challenges including peer support, continual<br />practice, improvisation, lobbying for technical and financial<br />support, and advocating for Bring Your Own Device (BYOD).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43443828" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="566a80747203d0007ec8bdfbcac14d28" rel="nofollow" data-download="{"attachment_id":63749731,"asset_id":43443828,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63749731/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24820609" href="https://kyambogouniversity.academia.edu/TusiimeWycliffEdwin">Wycliff Edwin Tusiime</a><script data-card-contents-for-user="24820609" type="text/json">{"id":24820609,"first_name":"Wycliff Edwin","last_name":"Tusiime","domain_name":"kyambogouniversity","page_name":"TusiimeWycliffEdwin","display_name":"Wycliff Edwin Tusiime","profile_url":"https://kyambogouniversity.academia.edu/TusiimeWycliffEdwin?f_ri=33784","photo":"https://0.academia-photos.com/24820609/6714531/7584907/s65_tusiime.wycliff_edwin.jpg_oh_6dc8ae7f0de19e8868d1a60ae2397184_oe_55211901___gda___1428516288_ce2eefc17bce722da412e1edeb867577"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-43443828">+1</span><div class="hidden js-additional-users-43443828"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uio.academia.edu/GretaGudmundsdottir">Greta Björk Gudmundsdottir</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-43443828'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-43443828').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_43443828 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43443828"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43443828, container: ".js-paper-rank-work_43443828", }); });</script></li><li class="js-percentile-work_43443828 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43443828; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43443828"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43443828 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43443828"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43443828; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43443828]").text(description); $(".js-view-count-work_43443828").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43443828").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43443828"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17762" href="https://www.academia.edu/Documents/in/Art_and_Design_Education">Art and Design Education</a>, <script data-card-contents-for-ri="17762" type="text/json">{"id":17762,"name":"Art and Design Education","url":"https://www.academia.edu/Documents/in/Art_and_Design_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a><script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43443828]'), work: {"id":43443828,"title":"Teaching art and design in a digital age challenges facing Ugandan teacher educators","created_at":"2020-06-26T10:33:49.014-07:00","url":"https://www.academia.edu/43443828/Teaching_art_and_design_in_a_digital_age_challenges_facing_Ugandan_teacher_educators?f_ri=33784","dom_id":"work_43443828","summary":"Although the use of digital technologies in teacher education\nhas reached advanced stages in the developed world, it is still\nin its infancy in many developing countries, including Uganda.\nIn their struggle to advance the use of digital technologies in\nteaching, educators face various challenges that prevent the\nsuccessful adoption of such technologies in the classroom.\nThis study explores the motivation and material accessibility\nchallenges that art and design (A\u0026D) educators in Uganda\nencounter when teaching with digital technologies and examines how they cope with these challenges. To address the\nresearch question, the study adopts a descriptive case study\ndesign that seeks to document the participants’ accounts.\nSemi-structured interviews and non-participant observations\nwere employed to collect data from teacher educators (TEs)\nand administrators (ADs) in two teacher training institutions\n(TTIs) in Uganda. The findings indicate that A\u0026D TEs face\naccessibility challenges relating to motivation and material\naccess. The educators use various strategies to cope with\nthe existing challenges including peer support, continual\npractice, improvisation, lobbying for technical and financial\nsupport, and advocating for Bring Your Own Device (BYOD).","downloadable_attachments":[{"id":63749731,"asset_id":43443828,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24820609,"first_name":"Wycliff Edwin","last_name":"Tusiime","domain_name":"kyambogouniversity","page_name":"TusiimeWycliffEdwin","display_name":"Wycliff Edwin Tusiime","profile_url":"https://kyambogouniversity.academia.edu/TusiimeWycliffEdwin?f_ri=33784","photo":"https://0.academia-photos.com/24820609/6714531/7584907/s65_tusiime.wycliff_edwin.jpg_oh_6dc8ae7f0de19e8868d1a60ae2397184_oe_55211901___gda___1428516288_ce2eefc17bce722da412e1edeb867577"},{"id":2055209,"first_name":"Greta Björk","last_name":"Gudmundsdottir","domain_name":"uio","page_name":"GretaGudmundsdottir","display_name":"Greta Björk Gudmundsdottir","profile_url":"https://uio.academia.edu/GretaGudmundsdottir?f_ri=33784","photo":"https://0.academia-photos.com/2055209/674000/3793336/s65_greta.gudmundsdottir.jpg"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false},{"id":17762,"name":"Art and Design Education","url":"https://www.academia.edu/Documents/in/Art_and_Design_Education?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":913737,"name":"Arts and Design Technology","url":"https://www.academia.edu/Documents/in/Arts_and_Design_Technology?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_57854718" data-work_id="57854718" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/57854718/The_paradox_of_ICT_integration_in_secondary_education_in_Tanzania_Assessment_of_teachers_ICT_knowledge_and_skills_in_Tanga_and_Mwanza_regions">The paradox of ICT integration in secondary education in Tanzania: Assessment of teachers’ ICT knowledge and skills in Tanga and Mwanza regions</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/57854718" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1303a7eaa5db91d1af7400ffe1317ad9" rel="nofollow" data-download="{"attachment_id":72549736,"asset_id":57854718,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/72549736/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="113971084" href="https://independent.academia.edu/KayomboJoel">Joel Kayombo</a><script data-card-contents-for-user="113971084" type="text/json">{"id":113971084,"first_name":"Joel","last_name":"Kayombo","domain_name":"independent","page_name":"KayomboJoel","display_name":"Joel Kayombo","profile_url":"https://independent.academia.edu/KayomboJoel?f_ri=33784","photo":"https://0.academia-photos.com/113971084/39368713/32604446/s65_joel.kayombo.jpg"}</script></span></span></li><li class="js-paper-rank-work_57854718 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="57854718"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 57854718, container: ".js-paper-rank-work_57854718", }); });</script></li><li class="js-percentile-work_57854718 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 57854718; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_57854718"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_57854718 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="57854718"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 57854718; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=57854718]").text(description); $(".js-view-count-work_57854718").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_57854718").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="57854718"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9822" href="https://www.academia.edu/Documents/in/Education_Policy">Education Policy</a>, <script data-card-contents-for-ri="9822" type="text/json">{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="23241" href="https://www.academia.edu/Documents/in/Tanzania">Tanzania</a>, <script data-card-contents-for-ri="23241" type="text/json">{"id":23241,"name":"Tanzania","url":"https://www.academia.edu/Documents/in/Tanzania?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a><script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=57854718]'), work: {"id":57854718,"title":"The paradox of ICT integration in secondary education in Tanzania: Assessment of teachers’ ICT knowledge and skills in Tanga and Mwanza regions","created_at":"2021-10-14T09:50:34.218-07:00","url":"https://www.academia.edu/57854718/The_paradox_of_ICT_integration_in_secondary_education_in_Tanzania_Assessment_of_teachers_ICT_knowledge_and_skills_in_Tanga_and_Mwanza_regions?f_ri=33784","dom_id":"work_57854718","summary":null,"downloadable_attachments":[{"id":72549736,"asset_id":57854718,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":113971084,"first_name":"Joel","last_name":"Kayombo","domain_name":"independent","page_name":"KayomboJoel","display_name":"Joel Kayombo","profile_url":"https://independent.academia.edu/KayomboJoel?f_ri=33784","photo":"https://0.academia-photos.com/113971084/39368713/32604446/s65_joel.kayombo.jpg"}],"research_interests":[{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=33784","nofollow":false},{"id":23241,"name":"Tanzania","url":"https://www.academia.edu/Documents/in/Tanzania?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":108962,"name":"Basic Education","url":"https://www.academia.edu/Documents/in/Basic_Education?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44245878" data-work_id="44245878" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44245878/Information_literacy_education_in_primary_schools_A_case_study">Information literacy education in primary schools: A case study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study focuses on teachers' perspectives concerning information literacy teaching in two primary schools in Israel-one school that joined the national information and communications technology program and a second school that did not.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44245878" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study focuses on teachers' perspectives concerning information literacy teaching in two primary schools in Israel-one school that joined the national information and communications technology program and a second school that did not. The researchers used a qualitative research method during the 2015 academic year. Eighteen teachers were interviewed. The findings suggest that participation in the national information and communications technology program did not lead to the integration of information literacy in the school's curriculum. A significant gap was discovered in both schools between the teachers' perceptions-who understood the importance of teaching information literacy and its actual implementation.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44245878" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="34be03e1c05183fe4c552ac7824ca270" rel="nofollow" data-download="{"attachment_id":64617674,"asset_id":44245878,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64617674/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5280063" href="https://smkb.academia.edu/SigalBenamram">Sigal Ben-amram</a><script data-card-contents-for-user="5280063" type="text/json">{"id":5280063,"first_name":"Sigal","last_name":"Ben-amram","domain_name":"smkb","page_name":"SigalBenamram","display_name":"Sigal Ben-amram","profile_url":"https://smkb.academia.edu/SigalBenamram?f_ri=33784","photo":"https://0.academia-photos.com/5280063/45434106/35431833/s65_sigal.ben-amram.jpg"}</script></span></span></li><li class="js-paper-rank-work_44245878 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44245878"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44245878, container: ".js-paper-rank-work_44245878", }); 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$(".js-view-count[data-work-id=44245878]").text(description); $(".js-view-count-work_44245878").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44245878").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44245878"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1257" href="https://www.academia.edu/Documents/in/Information_Literacy">Information Literacy</a>, <script data-card-contents-for-ri="1257" type="text/json">{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a>, <script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="48200" href="https://www.academia.edu/Documents/in/Digital_Library">Digital Library</a><script data-card-contents-for-ri="48200" type="text/json">{"id":48200,"name":"Digital Library","url":"https://www.academia.edu/Documents/in/Digital_Library?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44245878]'), work: {"id":44245878,"title":"Information literacy education in primary schools: A case study","created_at":"2020-10-07T03:57:16.485-07:00","url":"https://www.academia.edu/44245878/Information_literacy_education_in_primary_schools_A_case_study?f_ri=33784","dom_id":"work_44245878","summary":"This study focuses on teachers' perspectives concerning information literacy teaching in two primary schools in Israel-one school that joined the national information and communications technology program and a second school that did not. The researchers used a qualitative research method during the 2015 academic year. Eighteen teachers were interviewed. The findings suggest that participation in the national information and communications technology program did not lead to the integration of information literacy in the school's curriculum. A significant gap was discovered in both schools between the teachers' perceptions-who understood the importance of teaching information literacy and its actual implementation.","downloadable_attachments":[{"id":64617674,"asset_id":44245878,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5280063,"first_name":"Sigal","last_name":"Ben-amram","domain_name":"smkb","page_name":"SigalBenamram","display_name":"Sigal Ben-amram","profile_url":"https://smkb.academia.edu/SigalBenamram?f_ri=33784","photo":"https://0.academia-photos.com/5280063/45434106/35431833/s65_sigal.ben-amram.jpg"}],"research_interests":[{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy?f_ri=33784","nofollow":false},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":48200,"name":"Digital Library","url":"https://www.academia.edu/Documents/in/Digital_Library?f_ri=33784","nofollow":false},{"id":386037,"name":"Primary School Education","url":"https://www.academia.edu/Documents/in/Primary_School_Education?f_ri=33784"},{"id":586812,"name":"Education in Israel","url":"https://www.academia.edu/Documents/in/Education_in_Israel?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16106621" data-work_id="16106621" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16106621/Numeracy_ICT_and_Pedagogy">Numeracy, ICT and Pedagogy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Guest lecture to third year BEd students.  Numeracy, ICTs and pedagogy - using TPACK as a lens what does learning look like in  the sweet spot when content, pedagogical and technological knowledge productively collide?</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16106621" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="853ba17c04d9e8dab260a71777febc34" rel="nofollow" data-download="{"attachment_id":38871973,"asset_id":16106621,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38871973/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4715497" href="https://unisa-au.academia.edu/KarenDigiPedagogy">Karen L Butler</a><script data-card-contents-for-user="4715497" type="text/json">{"id":4715497,"first_name":"Karen","last_name":"Butler","domain_name":"unisa-au","page_name":"KarenDigiPedagogy","display_name":"Karen L Butler","profile_url":"https://unisa-au.academia.edu/KarenDigiPedagogy?f_ri=33784","photo":"https://0.academia-photos.com/4715497/1991901/31127741/s65_karen.butler.jpg"}</script></span></span></li><li class="js-paper-rank-work_16106621 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16106621"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16106621, container: ".js-paper-rank-work_16106621", }); });</script></li><li class="js-percentile-work_16106621 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 16106621; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_16106621"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_16106621 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="16106621"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 16106621; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=16106621]").text(description); $(".js-view-count-work_16106621").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_16106621").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="16106621"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9491" href="https://www.academia.edu/Documents/in/Pedagogy">Pedagogy</a>, <script data-card-contents-for-ri="9491" type="text/json">{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a>, <script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="34970" href="https://www.academia.edu/Documents/in/Technological_Pedagogical_Content_Knowledge_TPACK_">Technological Pedagogical Content Knowledge (TPACK)</a>, <script data-card-contents-for-ri="34970" type="text/json">{"id":34970,"name":"Technological Pedagogical Content Knowledge (TPACK)","url":"https://www.academia.edu/Documents/in/Technological_Pedagogical_Content_Knowledge_TPACK_?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="286842" href="https://www.academia.edu/Documents/in/Numeracy_and_ICT">Numeracy and ICT</a><script data-card-contents-for-ri="286842" type="text/json">{"id":286842,"name":"Numeracy and ICT","url":"https://www.academia.edu/Documents/in/Numeracy_and_ICT?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=16106621]'), work: {"id":16106621,"title":"Numeracy, ICT and Pedagogy","created_at":"2015-09-23T18:13:02.378-07:00","url":"https://www.academia.edu/16106621/Numeracy_ICT_and_Pedagogy?f_ri=33784","dom_id":"work_16106621","summary":"Guest lecture to third year BEd students. Numeracy, ICTs and pedagogy - using TPACK as a lens what does learning look like in the sweet spot when content, pedagogical and technological knowledge productively collide?","downloadable_attachments":[{"id":38871973,"asset_id":16106621,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4715497,"first_name":"Karen","last_name":"Butler","domain_name":"unisa-au","page_name":"KarenDigiPedagogy","display_name":"Karen L Butler","profile_url":"https://unisa-au.academia.edu/KarenDigiPedagogy?f_ri=33784","photo":"https://0.academia-photos.com/4715497/1991901/31127741/s65_karen.butler.jpg"}],"research_interests":[{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":34970,"name":"Technological Pedagogical Content Knowledge (TPACK)","url":"https://www.academia.edu/Documents/in/Technological_Pedagogical_Content_Knowledge_TPACK_?f_ri=33784","nofollow":false},{"id":286842,"name":"Numeracy and ICT","url":"https://www.academia.edu/Documents/in/Numeracy_and_ICT?f_ri=33784","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71195609" data-work_id="71195609" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71195609/Learning_to_become_a_teacher_in_the_21st_century_ICT_integration_in_Initial_Teacher_Education_in_Chile">Learning to become a teacher in the 21st century: ICT integration in Initial Teacher Education in Chile</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper presents the most relevant results from a national study about the availability and use of ICT in 46 Initial Teacher Education institutions in Chile, implemented during 2009 as part of the OECD (Organization for Economic... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71195609" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper presents the most relevant results from a national study about the availability and use of ICT in 46 Initial Teacher Education institutions in Chile, implemented during 2009 as part of the OECD (Organization for Economic Cooperation and Development) international project “ICT in Initial Teacher Training.” Main findings show an overall favorable context for the pedagogical use of ICT in such institutions, in terms of ICT infrastructure, support, policies and teachers’ self-reported ICT related skills. In addition, teachers report a quite frequent use of some ICT resources, giving a high importance to students’ learning of ICT. However, ICT integration is limited to a few specific resources (mainly computers and projectors), mostly applied to perform “traditional” pedagogical activities. Therefore, the expectations about the improvement of teaching and learning in Teacher Education in Chile through the integration of ICT, are not been fulfilled yet. This paper can constitut...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71195609" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3d78074ba37749024ffaf2c409063f38" rel="nofollow" data-download="{"attachment_id":80646957,"asset_id":71195609,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80646957/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="173241426" href="https://independent.academia.edu/MarioBrun">Mario Brun</a><script data-card-contents-for-user="173241426" type="text/json">{"id":173241426,"first_name":"Mario","last_name":"Brun","domain_name":"independent","page_name":"MarioBrun","display_name":"Mario Brun","profile_url":"https://independent.academia.edu/MarioBrun?f_ri=33784","photo":"https://0.academia-photos.com/173241426/62537288/50829978/s65_mario.brun.jpeg"}</script></span></span></li><li class="js-paper-rank-work_71195609 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71195609"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71195609, container: ".js-paper-rank-work_71195609", }); });</script></li><li class="js-percentile-work_71195609 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 71195609; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_71195609"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_71195609 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="71195609"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 71195609; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=71195609]").text(description); $(".js-view-count-work_71195609").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_71195609").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="71195609"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="422" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a>, <script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="491" href="https://www.academia.edu/Documents/in/Information_Technology">Information Technology</a>, <script data-card-contents-for-ri="491" type="text/json">{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a><script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=71195609]'), work: {"id":71195609,"title":"Learning to become a teacher in the 21st century: ICT integration in Initial Teacher Education in Chile","created_at":"2022-02-12T04:18:57.639-08:00","url":"https://www.academia.edu/71195609/Learning_to_become_a_teacher_in_the_21st_century_ICT_integration_in_Initial_Teacher_Education_in_Chile?f_ri=33784","dom_id":"work_71195609","summary":"This paper presents the most relevant results from a national study about the availability and use of ICT in 46 Initial Teacher Education institutions in Chile, implemented during 2009 as part of the OECD (Organization for Economic Cooperation and Development) international project “ICT in Initial Teacher Training.” Main findings show an overall favorable context for the pedagogical use of ICT in such institutions, in terms of ICT infrastructure, support, policies and teachers’ self-reported ICT related skills. In addition, teachers report a quite frequent use of some ICT resources, giving a high importance to students’ learning of ICT. However, ICT integration is limited to a few specific resources (mainly computers and projectors), mostly applied to perform “traditional” pedagogical activities. Therefore, the expectations about the improvement of teaching and learning in Teacher Education in Chile through the integration of ICT, are not been fulfilled yet. This paper can constitut...","downloadable_attachments":[{"id":80646957,"asset_id":71195609,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":173241426,"first_name":"Mario","last_name":"Brun","domain_name":"independent","page_name":"MarioBrun","display_name":"Mario Brun","profile_url":"https://independent.academia.edu/MarioBrun?f_ri=33784","photo":"https://0.academia-photos.com/173241426/62537288/50829978/s65_mario.brun.jpeg"}],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=33784","nofollow":false},{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=33784","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false},{"id":5187,"name":"Statistical Analysis","url":"https://www.academia.edu/Documents/in/Statistical_Analysis?f_ri=33784"},{"id":7210,"name":"Technology in Teacher Education","url":"https://www.academia.edu/Documents/in/Technology_in_Teacher_Education?f_ri=33784"},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784"},{"id":12135,"name":"Qualitative Research","url":"https://www.academia.edu/Documents/in/Qualitative_Research?f_ri=33784"},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784"},{"id":88668,"name":"ICT integration in teaching and learing","url":"https://www.academia.edu/Documents/in/ICT_integration_in_teaching_and_learing?f_ri=33784"},{"id":89488,"name":"Teaching Methods","url":"https://www.academia.edu/Documents/in/Teaching_Methods?f_ri=33784"},{"id":89982,"name":"Barriers for Ict Integration","url":"https://www.academia.edu/Documents/in/Barriers_for_Ict_Integration?f_ri=33784"},{"id":92700,"name":"Initial teacher education","url":"https://www.academia.edu/Documents/in/Initial_teacher_education?f_ri=33784"},{"id":104971,"name":"Technology integration in teacher education","url":"https://www.academia.edu/Documents/in/Technology_integration_in_teacher_education?f_ri=33784"},{"id":118615,"name":"ICT integration in education","url":"https://www.academia.edu/Documents/in/ICT_integration_in_education?f_ri=33784"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=33784"},{"id":362082,"name":"Initial teacher training","url":"https://www.academia.edu/Documents/in/Initial_teacher_training?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_55080875" data-work_id="55080875" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/55080875/El_Muro_Virtual_Como_Herramienta_Para_Fomentar_La_Participaci%C3%B3n_Del_Alumnado_en_Los_Centros_Educativos">El Muro Virtual Como Herramienta Para Fomentar La Participación Del Alumnado en Los Centros Educativos</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Resumen La participación activa del alumnado en los centros escolares resulta esencial para su formación como ciudadanos. Para ello es preciso conocer cuáles son sus demandas y propuestas de acción que permitan encontrar las debilidades y... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_55080875" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Resumen La participación activa del alumnado en los centros escolares resulta esencial para su formación como ciudadanos. Para ello es preciso conocer cuáles son sus demandas y propuestas de acción que permitan encontrar las debilidades y fortalezas que posee la comunidad educativa. Escuchar lo que los estudiantes tienen que decir en cuanto a la con-vivencia en el centro, las actividades propuestas, la metodología seguida en las clases, y otros tantos factores y problemáticas importantes es el primer paso para avanzar hacia el desarrollo de competencias para participar en la sociedad. Sin embargo, la implicación del alumnado en la mejora de su centro escolar suele estar sujeta a condicionantes tales como la libertad de expresión, la confianza o el clima que exista en el mismo. Lograr que el alumnado se implique en dicha labor requiere afrontar algunas dificultades, como su miedo a posibles represalias o la timidez a la hora de expresar y compartir sus opiniones. Por ello, se propone...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/55080875" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0c542ad9da5af5de673b61d521f4dd40" rel="nofollow" data-download="{"attachment_id":71126096,"asset_id":55080875,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/71126096/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="138791571" href="https://independent.academia.edu/LauraGranizo">Laura Granizo</a><script data-card-contents-for-user="138791571" type="text/json">{"id":138791571,"first_name":"Laura","last_name":"Granizo","domain_name":"independent","page_name":"LauraGranizo","display_name":"Laura Granizo","profile_url":"https://independent.academia.edu/LauraGranizo?f_ri=33784","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_55080875 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="55080875"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 55080875, container: ".js-paper-rank-work_55080875", }); 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$(".js-view-count[data-work-id=55080875]").text(description); $(".js-view-count-work_55080875").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_55080875").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="55080875"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3470" href="https://www.academia.edu/Documents/in/Community_Engagement_and_Participation">Community Engagement & Participation</a>, <script data-card-contents-for-ri="3470" type="text/json">{"id":3470,"name":"Community Engagement \u0026 Participation","url":"https://www.academia.edu/Documents/in/Community_Engagement_and_Participation?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a>, <script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="972061" href="https://www.academia.edu/Documents/in/Participaci%C3%B3n_Infantil">Participación Infantil</a><script data-card-contents-for-ri="972061" type="text/json">{"id":972061,"name":"Participación Infantil","url":"https://www.academia.edu/Documents/in/Participaci%C3%B3n_Infantil?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=55080875]'), work: {"id":55080875,"title":"El Muro Virtual Como Herramienta Para Fomentar La Participación Del Alumnado en Los Centros Educativos","created_at":"2021-10-03T04:51:20.997-07:00","url":"https://www.academia.edu/55080875/El_Muro_Virtual_Como_Herramienta_Para_Fomentar_La_Participaci%C3%B3n_Del_Alumnado_en_Los_Centros_Educativos?f_ri=33784","dom_id":"work_55080875","summary":"Resumen La participación activa del alumnado en los centros escolares resulta esencial para su formación como ciudadanos. Para ello es preciso conocer cuáles son sus demandas y propuestas de acción que permitan encontrar las debilidades y fortalezas que posee la comunidad educativa. Escuchar lo que los estudiantes tienen que decir en cuanto a la con-vivencia en el centro, las actividades propuestas, la metodología seguida en las clases, y otros tantos factores y problemáticas importantes es el primer paso para avanzar hacia el desarrollo de competencias para participar en la sociedad. Sin embargo, la implicación del alumnado en la mejora de su centro escolar suele estar sujeta a condicionantes tales como la libertad de expresión, la confianza o el clima que exista en el mismo. Lograr que el alumnado se implique en dicha labor requiere afrontar algunas dificultades, como su miedo a posibles represalias o la timidez a la hora de expresar y compartir sus opiniones. Por ello, se propone...","downloadable_attachments":[{"id":71126096,"asset_id":55080875,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":138791571,"first_name":"Laura","last_name":"Granizo","domain_name":"independent","page_name":"LauraGranizo","display_name":"Laura Granizo","profile_url":"https://independent.academia.edu/LauraGranizo?f_ri=33784","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3470,"name":"Community Engagement \u0026 Participation","url":"https://www.academia.edu/Documents/in/Community_Engagement_and_Participation?f_ri=33784","nofollow":false},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":972061,"name":"Participación Infantil","url":"https://www.academia.edu/Documents/in/Participaci%C3%B3n_Infantil?f_ri=33784","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42786404 coauthored" data-work_id="42786404" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42786404/Plichta_P_2020_R%C3%B3%C5%BCne_konteksty_nier%C3%B3wno%C5%9Bci_cyfrowych_a_wyzwania_dla_zdalnej_edukacji_propozycje_rozwi%C4%85za%C5%84Py%C5%BCalski_W_J_Py%C5%BCalski_red_Edukacja_w_czasach_pandemii_wirusa_COVID_19_Z_dystansem_o_tym_co_robimy_obecnie_jako_nauczyciele_s_70_80_Warszawa_EduAkcja">Plichta, P. (2020). Różne konteksty nierówności cyfrowych a wyzwania dla zdalnej edukacji – propozycje rozwiązańPyżalski. W: J. Pyżalski (red.) Edukacja w czasach pandemii wirusa COVID-19. Z dystansem o tym, co robimy obecnie jako nauczyciele (s. 70-80), Warszawa: EduAkcja.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Tekst Piotra Plichty skupia się na istotnym zagrożeniu obecnych działań edukacyjnych, jakim są spowodowane różnymi czynnikami nierówności cyfrowe. Sprawiają one, że nie każdy może w tym samym stopniu korzystać z edukacji zdalnej.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42786404" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="da5ee8ebbecb0f19d30b7563b5cc2fe6" rel="nofollow" data-download="{"attachment_id":63011673,"asset_id":42786404,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63011673/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5459859" href="https://wroc.academia.edu/PiotrPlichta">Piotr Plichta</a><script data-card-contents-for-user="5459859" type="text/json">{"id":5459859,"first_name":"Piotr","last_name":"Plichta","domain_name":"wroc","page_name":"PiotrPlichta","display_name":"Piotr Plichta","profile_url":"https://wroc.academia.edu/PiotrPlichta?f_ri=33784","photo":"https://0.academia-photos.com/5459859/2906057/32847485/s65_piotr.plichta.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-42786404">+3</span><div class="hidden js-additional-users-42786404"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://amu.academia.edu/JacekPyzalski">Jacek Pyzalski</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://jagiellonian.academia.edu/%C5%81ukaszTomczyk">Łukasz Tomczyk</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://amu.academia.edu/NataliaW">Natalia Walter</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-42786404'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-42786404').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_42786404 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="42786404"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42786404; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42786404]").text(description); $(".js-view-count-work_42786404").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42786404").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42786404"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1695" href="https://www.academia.edu/Documents/in/Distance_Education">Distance Education</a>, <script data-card-contents-for-ri="1695" type="text/json">{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="21562" href="https://www.academia.edu/Documents/in/Special_Educational_Needs">Special Educational Needs</a>, <script data-card-contents-for-ri="21562" type="text/json">{"id":21562,"name":"Special Educational Needs","url":"https://www.academia.edu/Documents/in/Special_Educational_Needs?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a><script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42786404]'), work: {"id":42786404,"title":"Plichta, P. (2020). Różne konteksty nierówności cyfrowych a wyzwania dla zdalnej edukacji – propozycje rozwiązańPyżalski. W: J. Pyżalski (red.) Edukacja w czasach pandemii wirusa COVID-19. Z dystansem o tym, co robimy obecnie jako nauczyciele (s. 70-80), Warszawa: EduAkcja.","created_at":"2020-04-19T08:10:59.097-07:00","url":"https://www.academia.edu/42786404/Plichta_P_2020_R%C3%B3%C5%BCne_konteksty_nier%C3%B3wno%C5%9Bci_cyfrowych_a_wyzwania_dla_zdalnej_edukacji_propozycje_rozwi%C4%85za%C5%84Py%C5%BCalski_W_J_Py%C5%BCalski_red_Edukacja_w_czasach_pandemii_wirusa_COVID_19_Z_dystansem_o_tym_co_robimy_obecnie_jako_nauczyciele_s_70_80_Warszawa_EduAkcja?f_ri=33784","dom_id":"work_42786404","summary":"Tekst Piotra Plichty skupia się na istotnym zagrożeniu obecnych działań edukacyjnych, jakim są spowodowane różnymi czynnikami nierówności cyfrowe. Sprawiają one, że nie każdy może w tym samym stopniu korzystać z edukacji zdalnej.","downloadable_attachments":[{"id":63011673,"asset_id":42786404,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5459859,"first_name":"Piotr","last_name":"Plichta","domain_name":"wroc","page_name":"PiotrPlichta","display_name":"Piotr Plichta","profile_url":"https://wroc.academia.edu/PiotrPlichta?f_ri=33784","photo":"https://0.academia-photos.com/5459859/2906057/32847485/s65_piotr.plichta.jpg"},{"id":1142597,"first_name":"Jacek","last_name":"Pyzalski","domain_name":"amu","page_name":"JacekPyzalski","display_name":"Jacek Pyzalski","profile_url":"https://amu.academia.edu/JacekPyzalski?f_ri=33784","photo":"https://0.academia-photos.com/1142597/402045/93460597/s65_jacek.pyzalski.jpg"},{"id":3162212,"first_name":"Łukasz","last_name":"Tomczyk","domain_name":"jagiellonian","page_name":"ŁukaszTomczyk","display_name":"Łukasz Tomczyk","profile_url":"https://jagiellonian.academia.edu/%C5%81ukaszTomczyk?f_ri=33784","photo":"https://0.academia-photos.com/3162212/1039670/20612405/s65__ukasz.tomczyk.jpg"},{"id":8707143,"first_name":"Natalia","last_name":"Walter","domain_name":"amu","page_name":"NataliaW","display_name":"Natalia Walter","profile_url":"https://amu.academia.edu/NataliaW?f_ri=33784","photo":"https://0.academia-photos.com/8707143/2888291/38467590/s65_natalia.walter.jpg"}],"research_interests":[{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education?f_ri=33784","nofollow":false},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":21562,"name":"Special Educational Needs","url":"https://www.academia.edu/Documents/in/Special_Educational_Needs?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":356520,"name":"Digital Inequalities","url":"https://www.academia.edu/Documents/in/Digital_Inequalities?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_82183032" data-work_id="82183032" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/82183032/Academic_domains_as_political_battlegrounds">Academic domains as political battlegrounds</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_82183032" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/82183032" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="73947301e8937cfbdd3247325e5250c8" rel="nofollow" data-download="{"attachment_id":87969894,"asset_id":82183032,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/87969894/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2959483" href="https://nau.academia.edu/LauraSujoMontes">Laura E Sujo-Montes</a><script data-card-contents-for-user="2959483" type="text/json">{"id":2959483,"first_name":"Laura","last_name":"Sujo-Montes","domain_name":"nau","page_name":"LauraSujoMontes","display_name":"Laura E Sujo-Montes","profile_url":"https://nau.academia.edu/LauraSujoMontes?f_ri=33784","photo":"https://0.academia-photos.com/2959483/977421/1223375/s65_laura.sujo-montes.jpg"}</script></span></span></li><li class="js-paper-rank-work_82183032 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="82183032"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 82183032, container: ".js-paper-rank-work_82183032", }); });</script></li><li class="js-percentile-work_82183032 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82183032; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_82183032"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_82183032 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="82183032"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82183032; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82183032]").text(description); $(".js-view-count-work_82183032").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_82183032").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="82183032"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="491" href="https://www.academia.edu/Documents/in/Information_Technology">Information Technology</a>, <script data-card-contents-for-ri="491" type="text/json">{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=82183032]'), work: {"id":82183032,"title":"Academic domains as political battlegrounds","created_at":"2022-06-24T15:32:31.638-07:00","url":"https://www.academia.edu/82183032/Academic_domains_as_political_battlegrounds?f_ri=33784","dom_id":"work_82183032","summary":"This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. 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This paper will discuss the successes, potential leverage points, challenges and lessons learnt by JET Education Services (JET) through its involvement in two specific initiatives: first, in response to well-documented challenges in South African basic education, JET has developed and implemented the eMpela teacher training platform, which shows great potential in improving teacher content knowledge and pedagogical capacity; and then second, an initiative, referred to as Project DROID, that involves testing of a new form of artificial intelligence (AI) in education, targeted towards improving the strategic skills and information resources available across education systems.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36249841" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a79a0dc9a0d0ebaf49af200ee0bee4a7" rel="nofollow" data-download="{"attachment_id":56154466,"asset_id":36249841,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56154466/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5367211" href="https://jet.academia.edu/JamesKeevy">James Keevy</a><script data-card-contents-for-user="5367211" type="text/json">{"id":5367211,"first_name":"James","last_name":"Keevy","domain_name":"jet","page_name":"JamesKeevy","display_name":"James Keevy","profile_url":"https://jet.academia.edu/JamesKeevy?f_ri=33784","photo":"https://0.academia-photos.com/5367211/2356563/67698155/s65_james.keevy.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-36249841">+1</span><div class="hidden js-additional-users-36249841"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/KellyShiohira">Kelly Shiohira</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-36249841'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-36249841').html(); 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","downloadable_attachments":[{"id":56154466,"asset_id":36249841,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5367211,"first_name":"James","last_name":"Keevy","domain_name":"jet","page_name":"JamesKeevy","display_name":"James Keevy","profile_url":"https://jet.academia.edu/JamesKeevy?f_ri=33784","photo":"https://0.academia-photos.com/5367211/2356563/67698155/s65_james.keevy.jpg"},{"id":79902038,"first_name":"Kelly","last_name":"Shiohira","domain_name":"independent","page_name":"KellyShiohira","display_name":"Kelly Shiohira","profile_url":"https://independent.academia.edu/KellyShiohira?f_ri=33784","photo":"https://0.academia-photos.com/79902038/32693337/29447605/s65_kelly.shiohira.jpg"}],"research_interests":[{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":11584,"name":"ICT for Development","url":"https://www.academia.edu/Documents/in/ICT_for_Development?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_78393088" data-work_id="78393088" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/78393088/Academic_domains_as_political_battlegrounds">Academic domains as political battlegrounds</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_78393088" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/78393088" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="16d3d104e7965cfabb168e4b97754335" rel="nofollow" data-download="{"attachment_id":85457018,"asset_id":78393088,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/85457018/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="19420745" href="https://independent.academia.edu/AntoanelaNaaji">Antoanela Naaji</a><script data-card-contents-for-user="19420745" type="text/json">{"id":19420745,"first_name":"Antoanela","last_name":"Naaji","domain_name":"independent","page_name":"AntoanelaNaaji","display_name":"Antoanela Naaji","profile_url":"https://independent.academia.edu/AntoanelaNaaji?f_ri=33784","photo":"https://0.academia-photos.com/19420745/18783332/18743676/s65_antoanela.naaji.jpg"}</script></span></span></li><li class="js-paper-rank-work_78393088 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="78393088"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 78393088, container: ".js-paper-rank-work_78393088", }); 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$(".js-view-count[data-work-id=78393088]").text(description); $(".js-view-count-work_78393088").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_78393088").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="78393088"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="491" href="https://www.academia.edu/Documents/in/Information_Technology">Information Technology</a>, <script data-card-contents-for-ri="491" type="text/json">{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=78393088]'), work: {"id":78393088,"title":"Academic domains as political battlegrounds","created_at":"2022-05-03T23:50:30.500-07:00","url":"https://www.academia.edu/78393088/Academic_domains_as_political_battlegrounds?f_ri=33784","dom_id":"work_78393088","summary":"This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. 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class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15060527" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="89873c08fa5b8ffd4a9cf824edd9cd18" rel="nofollow" data-download="{"attachment_id":38527279,"asset_id":15060527,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38527279/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10997983" href="https://drexel.academia.edu/MatthewDuvall">Matthew Duvall</a><script data-card-contents-for-user="10997983" type="text/json">{"id":10997983,"first_name":"Matthew","last_name":"Duvall","domain_name":"drexel","page_name":"MatthewDuvall","display_name":"Matthew Duvall","profile_url":"https://drexel.academia.edu/MatthewDuvall?f_ri=33784","photo":"https://0.academia-photos.com/10997983/3267416/132062680/s65_matthew.duvall.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-15060527">+2</span><div class="hidden js-additional-users-15060527"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://drexel.academia.edu/AroutisFoster">Aroutis Foster</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://drexel.academia.edu/MShah">Mamta Shah</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-15060527'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-15060527').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_15060527 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15060527"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new 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itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23890085/Cuerpos_acade_micos_redes_virtuales_y_trabajo_colaborativo_Una_mirada_desde_la_docencia_universitaria">Cuerpos académicos, redes virtuales y trabajo colaborativo: Una mirada desde la docencia universitaria</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Este marco referencial forma parte de un proyecto doctoral actualmente en curso en la línea de investigación sobre redes de conocimiento y aprendizaje, específicamente en el área de sistemas de gestión del conocimiento y contenidos.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23890085" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Este marco referencial forma parte de un proyecto doctoral actualmente en curso en la línea de investigación sobre redes de conocimiento y aprendizaje, específicamente en el área de sistemas de gestión del conocimiento y contenidos. Una red de colaboración está conformada por un grupo de centros o instituciones con un objetivo común. Por otra parte, una red académica, interconecta actores sociales dentro del proceso enseñanza-aprendizaje en actividades de investigación, gestión y enseñanza. Las actividades clave para la construcción en redes como medio para fomentar el espíritu emprendedor académico, son la movilidad y la colaboración. Este proyecto tiene como objetivo implementar una red virtual entre docentes miembros de Cuerpos Académicos en la Universidad Veracruzana en diversas disciplinas, para propiciar el trabajo colaborativo. Primeramente se examinan los logros que se han alcanzado con el establecimiento de redes académicas a nivel nacional y en la Universidad Veracruzana para identificar las necesidades de colaboración entre pares dentro del contexto de los Cuerpos Académicos. En este reporte de avances, se presenta la metodología que guiará el proyecto, de corte mixto, en una primera fase cuantitativa y en una segunda cualitativa. Los instrumentos que se aplicarán son un cuestionario diagnóstico para docentes universitarios, el cual tiene como objetivo evaluar sus competencias para la colaboración, comunicación y uso de nuevas tecnologías; otro será una entrevista a grupos focales, por medio de una guía de preguntas temática, donde se abordarán aspectos como trabajo en equipo, competencias para la comunicación y redes virtuales de colaboración, enfocados a la investigación y docencia multidisciplinaria de los Cuerpos Académicos. El impacto de este proyecto se concentra en involucrar activamente a los docentes de la Universidad Veracruzana, región Xalapa, en trabajos de colaboración, planeación e intervención, con el  n de mejorar el desempeño del profesorado y la innovación educativa, a través de la interacción entre pares, mediado por las tecnologías de información y comunicación.<br />Palabras clave: Redes académicas, sociedad del conocimiento, competencias digitales, tecnologías de la información y la comunicación, planeación.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23890085" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="21fab8ff1e45696d82a2aff55b2a5b0d" rel="nofollow" data-download="{"attachment_id":44279471,"asset_id":23890085,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44279471/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="822718" href="https://uv-mx.academia.edu/RubenEdel">Rubén Edel</a><script data-card-contents-for-user="822718" type="text/json">{"id":822718,"first_name":"Rubén","last_name":"Edel","domain_name":"uv-mx","page_name":"RubenEdel","display_name":"Rubén Edel","profile_url":"https://uv-mx.academia.edu/RubenEdel?f_ri=33784","photo":"https://0.academia-photos.com/822718/286003/18006761/s65_rub_n.edel.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-23890085">+2</span><div class="hidden js-additional-users-23890085"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uv-mx.academia.edu/JolieC">Yolanda Martínez-Cervantes</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uv-mx.academia.edu/HerreraDiazLuzEdith">Herrera Diaz Luz Edith</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-23890085'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-23890085').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_23890085 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="23890085"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23890085; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23890085]").text(description); $(".js-view-count-work_23890085").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23890085").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23890085"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8545" href="https://www.academia.edu/Documents/in/Knowledge_Society">Knowledge Society</a>, <script data-card-contents-for-ri="8545" type="text/json">{"id":8545,"name":"Knowledge Society","url":"https://www.academia.edu/Documents/in/Knowledge_Society?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="24038" href="https://www.academia.edu/Documents/in/Networking">Networking</a>, <script data-card-contents-for-ri="24038" type="text/json">{"id":24038,"name":"Networking","url":"https://www.academia.edu/Documents/in/Networking?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a><script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23890085]'), work: {"id":23890085,"title":"Cuerpos académicos, redes virtuales y trabajo colaborativo: Una mirada desde la docencia universitaria","created_at":"2016-03-31T19:40:12.564-07:00","url":"https://www.academia.edu/23890085/Cuerpos_acade_micos_redes_virtuales_y_trabajo_colaborativo_Una_mirada_desde_la_docencia_universitaria?f_ri=33784","dom_id":"work_23890085","summary":"Este marco referencial forma parte de un proyecto doctoral actualmente en curso en la línea de investigación sobre redes de conocimiento y aprendizaje, específicamente en el área de sistemas de gestión del conocimiento y contenidos. 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El impacto de este proyecto se concentra en involucrar activamente a los docentes de la Universidad Veracruzana, región Xalapa, en trabajos de colaboración, planeación e intervención, con el n de mejorar el desempeño del profesorado y la innovación educativa, a través de la interacción entre pares, mediado por las tecnologías de información y comunicación.\nPalabras clave: Redes académicas, sociedad del conocimiento, competencias digitales, tecnologías de la información y la comunicación, planeación.","downloadable_attachments":[{"id":44279471,"asset_id":23890085,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":822718,"first_name":"Rubén","last_name":"Edel","domain_name":"uv-mx","page_name":"RubenEdel","display_name":"Rubén 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Society","url":"https://www.academia.edu/Documents/in/Knowledge_Society?f_ri=33784","nofollow":false},{"id":24038,"name":"Networking","url":"https://www.academia.edu/Documents/in/Networking?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":123474,"name":"Academics","url":"https://www.academia.edu/Documents/in/Academics?f_ri=33784"},{"id":612626,"name":"Digital Skills","url":"https://www.academia.edu/Documents/in/Digital_Skills?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_74868215" data-work_id="74868215" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/74868215/The_Teachers_Portal_as_a_Tool_for_Teachers_Professional_Development_in_Bangladesh_Facilitating_Nationwide_Networking_and_Digital_Multimedia_Content_for_40_000_Schools">The Teachers' Portal as a Tool for Teachers' Professional Development in Bangladesh: Facilitating Nationwide Networking and Digital Multimedia Content for 40,000 Schools</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">The Teachers’ Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching ...</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74868215" data-share-source="work_strip" 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itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="132427877" href="https://csuchico.academia.edu/RamizUddin">Ramiz Uddin</a><script data-card-contents-for-user="132427877" type="text/json">{"id":132427877,"first_name":"Ramiz","last_name":"Uddin","domain_name":"csuchico","page_name":"RamizUddin","display_name":"Ramiz Uddin","profile_url":"https://csuchico.academia.edu/RamizUddin?f_ri=33784","photo":"https://0.academia-photos.com/132427877/135183988/140228550/s65_ramiz.uddin.jpg"}</script></span></span></li><li class="js-paper-rank-work_74868215 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74868215"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74868215, container: ".js-paper-rank-work_74868215", }); });</script></li><li class="js-percentile-work_74868215 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74868215; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_74868215"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_74868215 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="74868215"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74868215; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74868215]").text(description); $(".js-view-count-work_74868215").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_74868215").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="74868215"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a>, <script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1268087" href="https://www.academia.edu/Documents/in/Teachers_Professional_Development-4">Teachers Professional Development</a><script data-card-contents-for-ri="1268087" type="text/json">{"id":1268087,"name":"Teachers Professional Development","url":"https://www.academia.edu/Documents/in/Teachers_Professional_Development-4?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=74868215]'), work: {"id":74868215,"title":"The Teachers' Portal as a Tool for Teachers' Professional Development in Bangladesh: Facilitating Nationwide Networking and Digital Multimedia Content for 40,000 Schools","created_at":"2022-03-29T03:51:04.479-07:00","url":"https://www.academia.edu/74868215/The_Teachers_Portal_as_a_Tool_for_Teachers_Professional_Development_in_Bangladesh_Facilitating_Nationwide_Networking_and_Digital_Multimedia_Content_for_40_000_Schools?f_ri=33784","dom_id":"work_74868215","summary":"The Teachers’ Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching ...","downloadable_attachments":[{"id":82865857,"asset_id":74868215,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":132427877,"first_name":"Ramiz","last_name":"Uddin","domain_name":"csuchico","page_name":"RamizUddin","display_name":"Ramiz Uddin","profile_url":"https://csuchico.academia.edu/RamizUddin?f_ri=33784","photo":"https://0.academia-photos.com/132427877/135183988/140228550/s65_ramiz.uddin.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":1268087,"name":"Teachers Professional Development","url":"https://www.academia.edu/Documents/in/Teachers_Professional_Development-4?f_ri=33784","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69132541" data-work_id="69132541" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69132541/Academic_domains_as_political_battlegrounds_A_global_enquiry_by_99_academics_in_the_fields_of_education_and_technology">Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69132541" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69132541" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9f0fa22703b230b5f637d9020df14901" rel="nofollow" data-download="{"attachment_id":79346562,"asset_id":69132541,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79346562/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="117787579" href="https://independent.academia.edu/SonamTobgay54">Sonam Tobgay</a><script data-card-contents-for-user="117787579" type="text/json">{"id":117787579,"first_name":"Sonam","last_name":"Tobgay","domain_name":"independent","page_name":"SonamTobgay54","display_name":"Sonam Tobgay","profile_url":"https://independent.academia.edu/SonamTobgay54?f_ri=33784","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_69132541 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69132541"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69132541, container: ".js-paper-rank-work_69132541", }); });</script></li><li class="js-percentile-work_69132541 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69132541; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_69132541"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_69132541 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="69132541"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69132541; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69132541]").text(description); $(".js-view-count-work_69132541").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69132541").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69132541"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="491" href="https://www.academia.edu/Documents/in/Information_Technology">Information Technology</a>, <script data-card-contents-for-ri="491" type="text/json">{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69132541]'), work: {"id":69132541,"title":"Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology","created_at":"2022-01-22T03:36:14.642-08:00","url":"https://www.academia.edu/69132541/Academic_domains_as_political_battlegrounds_A_global_enquiry_by_99_academics_in_the_fields_of_education_and_technology?f_ri=33784","dom_id":"work_69132541","summary":"This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. 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A case Study of Rungwe District</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">ICT plays a very important role in education and, thus, many countries have developed policies to incorporate ICT into education delivery in schools. As ICT has proven to be very relevant in the field of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44112084" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">ICT  plays  a  very  important  role  in  education  and,  thus,  many  countries  have  developed policies  to  incorporate  ICT  into  education  delivery  in  schools.  As  ICT  has  proven  to  be  very relevant  in  the  field  of  education,  teachers  need  to  have  adequate  ICT  expertise  to  utilize  in teaching  and  learning  activities.  This  is  what  called  as  ICT  competence  of  the  teachers.  This study  was  done  intentionally  to  analyse  teachers’  ICT  competence  of Teachers in  public  secondary schools in Tanzania and was subjected to Rungwe  District as  a  case study. Constructivism,  self-efficacy  and  UNESCO  ICT-CFT  theoretical  framework  guided  the whole  study  since  teachers  acquire  ICT  competence  from  experiences  but  also,  teachers  can assess on their  own  about their individual  ICT  competence  in  relation to vari ous variables as indicated by UNESCO  ICT-CFT and their  ICT  competence  need to be judged according  to needs of the  21st  century  driving  forces. A  cross section  survey  design  was used  in  this  study  supported  by the  mixed  research  approach with  questionnaire  which  was  used  to  gather  all  important information  concerning  teacher’s recent  ICT  competence  status, teacher’s  challenges towards  enhancing their  ICT  competences as  well  as  to  examine  the  strategies  for  improving  teachers’  ICT  competence.  A  total  150 (16.6%)  of  all  teachers  in  Rungwe  District concerned findings. For  the  fulfilment  of  this  study, were  used  in  the  data  collection,  analysis  and  all Microsoft  Office  Excel  software  and  Statistical  Package for  Social  Sciences  (SPSS)  version  20.0  were  altogether  used  to  convert  the  collected  data  in frequency  tables,  averages,  and  percentages  for  different  var to iables,  but  also  an  instrument permitt ed a  researcher to  analyze  data qualitatively. Furthermore,  the  study  revealed  teachers’  ICT  competen internet  related  programs  like  web  design  compared  to  nonce to  be  limited  especially  in internet  programs  such  as  word processing  and  presentation  software .  The  study  revealed  challenges  hindering  Teachers’  ICT competence  such  as  the  absence  or  lack  of  ICT infrastructures,  lack  of  inservice  training, insufficient  ICT tools in schools, teachers’  attitudes in using  ICT and other  challenges. The  study  recommends  that,  there  is  a  need  to  effectively  give  all  teachers  in  public  secondary service  with ICT  training  to  schools  in  order  to  improve  teachers’  ICT  competence  since, the  study  shows  that  97%  of  all  teachers  are  ready  to  develop  their  ICT  digital  literacy challenges can be  surmounted with clear strategic  solution.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44112084" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ce5b502d4ec6653044d3264ab1b80eb0" rel="nofollow" data-download="{"attachment_id":64460524,"asset_id":44112084,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64460524/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="134355350" href="https://ecnu.academia.edu/IsdoryMwesiga">Isdory Mwesiga</a><script data-card-contents-for-user="134355350" type="text/json">{"id":134355350,"first_name":"Isdory","last_name":"Mwesiga","domain_name":"ecnu","page_name":"IsdoryMwesiga","display_name":"Isdory Mwesiga","profile_url":"https://ecnu.academia.edu/IsdoryMwesiga?f_ri=33784","photo":"https://0.academia-photos.com/134355350/36993452/36398241/s65_isdory.mwesiga.jpg"}</script></span></span></li><li class="js-paper-rank-work_44112084 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44112084"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44112084, container: ".js-paper-rank-work_44112084", }); 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$(".js-view-count[data-work-id=44112084]").text(description); $(".js-view-count-work_44112084").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44112084").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44112084"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5035" href="https://www.academia.edu/Documents/in/Comparative_and_International_Education">Comparative & International Education</a>, <script data-card-contents-for-ri="5035" type="text/json">{"id":5035,"name":"Comparative \u0026 International Education","url":"https://www.academia.edu/Documents/in/Comparative_and_International_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="22632" href="https://www.academia.edu/Documents/in/Education_Policy_Studies">Education Policy Studies</a>, <script data-card-contents-for-ri="22632" type="text/json">{"id":22632,"name":"Education Policy Studies","url":"https://www.academia.edu/Documents/in/Education_Policy_Studies?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a><script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44112084]'), work: {"id":44112084,"title":"Analysis of ICT Competence of Teachers in Public Secondary Schools in Tanzania. A case Study of Rungwe District","created_at":"2020-09-17T22:54:19.610-07:00","url":"https://www.academia.edu/44112084/Analysis_of_ICT_Competence_of_Teachers_in_Public_Secondary_Schools_in_Tanzania_A_case_Study_of_Rungwe_District?f_ri=33784","dom_id":"work_44112084","summary":"ICT plays a very important role in education and, thus, many countries have developed policies to incorporate ICT into education delivery in schools. As ICT has proven to be very relevant in the field of education, teachers need to have adequate ICT expertise to utilize in teaching and learning activities. This is what called as ICT competence of the teachers. This study was done intentionally to analyse teachers’ ICT competence of Teachers in public secondary schools in Tanzania and was subjected to Rungwe District as a case study. Constructivism, self-efficacy and UNESCO ICT-CFT theoretical framework guided the whole study since teachers acquire ICT competence from experiences but also, teachers can assess on their own about their individual ICT competence in relation to vari ous variables as indicated by UNESCO ICT-CFT and their ICT competence need to be judged according to needs of the 21st century driving forces. A cross section survey design was used in this study supported by the mixed research approach with questionnaire which was used to gather all important information concerning teacher’s recent ICT competence status, teacher’s challenges towards enhancing their ICT competences as well as to examine the strategies for improving teachers’ ICT competence. A total 150 (16.6%) of all teachers in Rungwe District concerned findings. For the fulfilment of this study, were used in the data collection, analysis and all Microsoft Office Excel software and Statistical Package for Social Sciences (SPSS) version 20.0 were altogether used to convert the collected data in frequency tables, averages, and percentages for different var to iables, but also an instrument permitt ed a researcher to analyze data qualitatively. Furthermore, the study revealed teachers’ ICT competen internet related programs like web design compared to nonce to be limited especially in internet programs such as word processing and presentation software . The study revealed challenges hindering Teachers’ ICT competence such as the absence or lack of ICT infrastructures, lack of inservice training, insufficient ICT tools in schools, teachers’ attitudes in using ICT and other challenges. The study recommends that, there is a need to effectively give all teachers in public secondary service with ICT training to schools in order to improve teachers’ ICT competence since, the study shows that 97% of all teachers are ready to develop their ICT digital literacy challenges can be surmounted with clear strategic solution.","downloadable_attachments":[{"id":64460524,"asset_id":44112084,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":134355350,"first_name":"Isdory","last_name":"Mwesiga","domain_name":"ecnu","page_name":"IsdoryMwesiga","display_name":"Isdory Mwesiga","profile_url":"https://ecnu.academia.edu/IsdoryMwesiga?f_ri=33784","photo":"https://0.academia-photos.com/134355350/36993452/36398241/s65_isdory.mwesiga.jpg"}],"research_interests":[{"id":5035,"name":"Comparative \u0026 International Education","url":"https://www.academia.edu/Documents/in/Comparative_and_International_Education?f_ri=33784","nofollow":false},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":22632,"name":"Education Policy Studies","url":"https://www.academia.edu/Documents/in/Education_Policy_Studies?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":111537,"name":"Educational Policy Studies","url":"https://www.academia.edu/Documents/in/Educational_Policy_Studies?f_ri=33784"},{"id":242756,"name":"Educational Leadership and Management","url":"https://www.academia.edu/Documents/in/Educational_Leadership_and_Management?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41103990" data-work_id="41103990" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41103990/La_Formaci%C3%B3n_en_TIC_del_profesorado_de_Secundaria_del_Estado_Espa%C3%B1ol_Un_an%C3%A1lisis_desde_la_percepci%C3%B3n_docente">La Formación en TIC del profesorado de Secundaria del Estado Español. Un análisis desde la percepción docente.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Las Tecnologías de la Información y la Comunicación (TIC) han sido durante muchos años protagonistas en el ámbito educativo. Las TIC han sido vistas durante mucho tiempo como generadoras de esa necesaria transformación de la educación,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41103990" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Las Tecnologías de la Información y la Comunicación (TIC) han sido durante muchos años protagonistas en el ámbito educativo. Las TIC han sido vistas durante mucho tiempo como generadoras de esa necesaria transformación de la educación, como las únicas técnicas capaces de traer la innovación al aula. En ese sentido, las administraciones educativas principalmente, han ofertado y siguen ofertando planes de formación docente cargados de formación en TIC. Pero esta formación se ha hecho sin reparar en la calidad de la misma, sin realizar una necesaria evaluación de sus logros y resultados, y lo que es más importante, sin consultar al docente, a quien va dirigida dicha formación. Para conocer la importancia que el profesorado de educación secundaria del estado español da a la formación en TIC, en que grado las TIC deberían formar parte de la formación inicial y continua del docente, los principales beneficios que una formación en TIC puede tener sobre el docente y como valoran los docentes de secundaria la recibida hasta el momento, hemos llevado a cabo este estudio. Y hemos comprobado como el docente si bien se cree suficientemente competente digitalmente, reconoce que la formación recibida no ha sido del todo satisfactoria. <br /><br />Palabras clave: TIC, formación, Competencia Digital, Competencia Digital Docente, docente <br /><br />ICT training of Spanish Secondary School teachers. An analysis from the perception of teachers. Abstract The information and communication technology (ICT) have been the stars for many years in education. ICT has been seen for a long time as generating the necessary transformation of education, as the only techniques capable of bringing innovation to the classroom. In that sense, mainly education authorities have offered and continue offering teacher training plans loaded with ICT training. But this training has been done regardless of the quality of it, without making a necessary evaluation of its achievements and results, and more importantly, without consulting the teacher, to whom it is addressed such training. To know the importance that teachers of secondary education Spanish state gives ICT training, to what extent ICT should be part of initial and continuing training of teachers, the main benefits that ICT training can have on teachers and as secondary teachers value the received so far, we have carried out this study. And we have seen how the teacher although it is believed digitally competent enough, acknowledges<br />that the training has not been entirely satisfactory.<br /><br />Keywords: ICT, training, digital competence, digital competence teacher, teacher</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41103990" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0fb147fac6b0c8050aceedf822ff9261" rel="nofollow" data-download="{"attachment_id":61361284,"asset_id":41103990,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61361284/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5076732" href="https://alicante.academia.edu/JuanFcoAlvarez">Juan-Francisco ALVAREZ-HERRERO</a><script data-card-contents-for-user="5076732" type="text/json">{"id":5076732,"first_name":"Juan-Francisco","last_name":"ALVAREZ-HERRERO","domain_name":"alicante","page_name":"JuanFcoAlvarez","display_name":"Juan-Francisco ALVAREZ-HERRERO","profile_url":"https://alicante.academia.edu/JuanFcoAlvarez?f_ri=33784","photo":"https://gravatar.com/avatar/eae00e11237dbe1c3339991e39080714?s=65"}</script></span></span></li><li class="js-paper-rank-work_41103990 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41103990"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41103990, container: ".js-paper-rank-work_41103990", }); 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$(".js-view-count[data-work-id=41103990]").text(description); $(".js-view-count-work_41103990").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41103990").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41103990"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="13545" href="https://www.academia.edu/Documents/in/Teacher_Training">Teacher Training</a>, <script data-card-contents-for-ri="13545" type="text/json">{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a><script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41103990]'), work: {"id":41103990,"title":"La Formación en TIC del profesorado de Secundaria del Estado Español. Un análisis desde la percepción docente.","created_at":"2019-11-27T22:46:52.315-08:00","url":"https://www.academia.edu/41103990/La_Formaci%C3%B3n_en_TIC_del_profesorado_de_Secundaria_del_Estado_Espa%C3%B1ol_Un_an%C3%A1lisis_desde_la_percepci%C3%B3n_docente?f_ri=33784","dom_id":"work_41103990","summary":"Las Tecnologías de la Información y la Comunicación (TIC) han sido durante muchos años protagonistas en el ámbito educativo. Las TIC han sido vistas durante mucho tiempo como generadoras de esa necesaria transformación de la educación, como las únicas técnicas capaces de traer la innovación al aula. En ese sentido, las administraciones educativas principalmente, han ofertado y siguen ofertando planes de formación docente cargados de formación en TIC. Pero esta formación se ha hecho sin reparar en la calidad de la misma, sin realizar una necesaria evaluación de sus logros y resultados, y lo que es más importante, sin consultar al docente, a quien va dirigida dicha formación. Para conocer la importancia que el profesorado de educación secundaria del estado español da a la formación en TIC, en que grado las TIC deberían formar parte de la formación inicial y continua del docente, los principales beneficios que una formación en TIC puede tener sobre el docente y como valoran los docentes de secundaria la recibida hasta el momento, hemos llevado a cabo este estudio. Y hemos comprobado como el docente si bien se cree suficientemente competente digitalmente, reconoce que la formación recibida no ha sido del todo satisfactoria. \n\nPalabras clave: TIC, formación, Competencia Digital, Competencia Digital Docente, docente \n\nICT training of Spanish Secondary School teachers. An analysis from the perception of teachers. Abstract The information and communication technology (ICT) have been the stars for many years in education. ICT has been seen for a long time as generating the necessary transformation of education, as the only techniques capable of bringing innovation to the classroom. In that sense, mainly education authorities have offered and continue offering teacher training plans loaded with ICT training. But this training has been done regardless of the quality of it, without making a necessary evaluation of its achievements and results, and more importantly, without consulting the teacher, to whom it is addressed such training. To know the importance that teachers of secondary education Spanish state gives ICT training, to what extent ICT should be part of initial and continuing training of teachers, the main benefits that ICT training can have on teachers and as secondary teachers value the received so far, we have carried out this study. And we have seen how the teacher although it is believed digitally competent enough, acknowledges\nthat the training has not been entirely satisfactory.\n\nKeywords: ICT, training, digital competence, digital competence teacher, teacher","downloadable_attachments":[{"id":61361284,"asset_id":41103990,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5076732,"first_name":"Juan-Francisco","last_name":"ALVAREZ-HERRERO","domain_name":"alicante","page_name":"JuanFcoAlvarez","display_name":"Juan-Francisco ALVAREZ-HERRERO","profile_url":"https://alicante.academia.edu/JuanFcoAlvarez?f_ri=33784","photo":"https://gravatar.com/avatar/eae00e11237dbe1c3339991e39080714?s=65"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":40502,"name":"Teacher","url":"https://www.academia.edu/Documents/in/Teacher?f_ri=33784"},{"id":199344,"name":"formacion docente, TIC, educacion superior","url":"https://www.academia.edu/Documents/in/formacion_docente_TIC_educacion_superior?f_ri=33784"},{"id":232295,"name":"Competencia Digital","url":"https://www.academia.edu/Documents/in/Competencia_Digital?f_ri=33784"},{"id":275719,"name":"Competencias Digitales, Tic, Formación Docente","url":"https://www.academia.edu/Documents/in/Competencias_Digitales_Tic_Formacion_Docente?f_ri=33784"},{"id":364253,"name":"Digital competence","url":"https://www.academia.edu/Documents/in/Digital_competence?f_ri=33784"},{"id":481136,"name":"Competencias Digitales","url":"https://www.academia.edu/Documents/in/Competencias_Digitales?f_ri=33784"},{"id":586471,"name":"Formación Del Profesorado","url":"https://www.academia.edu/Documents/in/Formaci%C3%B3n_Del_Profesorado?f_ri=33784"},{"id":1171569,"name":"Secondary School Teachers","url":"https://www.academia.edu/Documents/in/Secondary_School_Teachers?f_ri=33784"},{"id":1941701,"name":"Digital teaching competences","url":"https://www.academia.edu/Documents/in/Digital_teaching_competences?f_ri=33784"},{"id":2520686,"name":"Competencia Digital Docente","url":"https://www.academia.edu/Documents/in/Competencia_Digital_Docente?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24929932" data-work_id="24929932" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24929932/The_Google_Educator_Accreditation_Process_for_Language_Teachers">The Google Educator Accreditation Process for Language Teachers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Hubbard (2007) noted that contemporary language teachers not only need to have competent theoretical knowledge and social power, but they must also be responsible for the maintenance and growth of their technological proficiency. In this... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24929932" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Hubbard (2007) noted that contemporary language teachers not only need to have competent theoretical knowledge and social power, but they must also be responsible for the maintenance and growth of their technological proficiency. In this article, I report on my summer holiday professional development experience becoming a certified Google Educator. Soon after I started this journey, I discovered that a Google Educator’s training<br />does not simply amount to a lesson on search strategies or using Gmail; Google offers a range of powerful, free educational tools or apps that teachers can take advantage of in their language classrooms. Google Forms (see Milliner & Flowers, 2015), Google<br />Sheets, Google Docs (see Firth & Mesureur, 2010; Suwantarathip & Wichadee, 2014), Google Sites, Google Maps (see McMillan, 2013), YouTube, Google Draw, and Google Hangouts are all examples of the great tools available (see Figure 1). As I began training on how to effectively use each one of these tools, I quickly realized that I needed to become more than competent at using each one should I want to pass the Google Educators’ test and become an accredited Google Educator.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24929932" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4a28a4c3d1643e83f9053d5d6682510f" rel="nofollow" data-download="{"attachment_id":45260408,"asset_id":24929932,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45260408/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5647242" href="https://tamagawa.academia.edu/BrettMilliner">Brett　ブレット Milliner　ミリナー</a><script data-card-contents-for-user="5647242" type="text/json">{"id":5647242,"first_name":"Brett　ブレット","last_name":"Milliner　ミリナー","domain_name":"tamagawa","page_name":"BrettMilliner","display_name":"Brett　ブレット Milliner　ミリナー","profile_url":"https://tamagawa.academia.edu/BrettMilliner?f_ri=33784","photo":"https://0.academia-photos.com/5647242/2971681/17505795/s65_brett_.milliner_.jpg"}</script></span></span></li><li class="js-paper-rank-work_24929932 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24929932"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24929932, container: ".js-paper-rank-work_24929932", }); });</script></li><li class="js-percentile-work_24929932 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 24929932; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_24929932"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_24929932 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="24929932"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24929932; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24929932]").text(description); $(".js-view-count-work_24929932").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24929932").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24929932"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="11584" href="https://www.academia.edu/Documents/in/ICT_for_Development">ICT for Development</a>, <script data-card-contents-for-ri="11584" type="text/json">{"id":11584,"name":"ICT for Development","url":"https://www.academia.edu/Documents/in/ICT_for_Development?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17769" href="https://www.academia.edu/Documents/in/Professional_Development">Professional Development</a>, <script data-card-contents-for-ri="17769" type="text/json">{"id":17769,"name":"Professional Development","url":"https://www.academia.edu/Documents/in/Professional_Development?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17773" href="https://www.academia.edu/Documents/in/Teachers_professional_development-1">Teachers' professional development</a><script data-card-contents-for-ri="17773" type="text/json">{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24929932]'), work: {"id":24929932,"title":"The Google Educator Accreditation Process for Language Teachers","created_at":"2016-05-01T17:40:57.224-07:00","url":"https://www.academia.edu/24929932/The_Google_Educator_Accreditation_Process_for_Language_Teachers?f_ri=33784","dom_id":"work_24929932","summary":"Hubbard (2007) noted that contemporary language teachers not only need to have competent theoretical knowledge and social power, but they must also be responsible for the maintenance and growth of their technological proficiency. In this article, I report on my summer holiday professional development experience becoming a certified Google Educator. Soon after I started this journey, I discovered that a Google Educator’s training\ndoes not simply amount to a lesson on search strategies or using Gmail; Google offers a range of powerful, free educational tools or apps that teachers can take advantage of in their language classrooms. Google Forms (see Milliner \u0026 Flowers, 2015), Google\nSheets, Google Docs (see Firth \u0026 Mesureur, 2010; Suwantarathip \u0026 Wichadee, 2014), Google Sites, Google Maps (see McMillan, 2013), YouTube, Google Draw, and Google Hangouts are all examples of the great tools available (see Figure 1). As I began training on how to effectively use each one of these tools, I quickly realized that I needed to become more than competent at using each one should I want to pass the Google Educators’ test and become an accredited Google Educator.","downloadable_attachments":[{"id":45260408,"asset_id":24929932,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5647242,"first_name":"Brett　ブレット","last_name":"Milliner　ミリナー","domain_name":"tamagawa","page_name":"BrettMilliner","display_name":"Brett　ブレット Milliner　ミリナー","profile_url":"https://tamagawa.academia.edu/BrettMilliner?f_ri=33784","photo":"https://0.academia-photos.com/5647242/2971681/17505795/s65_brett_.milliner_.jpg"}],"research_interests":[{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":11584,"name":"ICT for Development","url":"https://www.academia.edu/Documents/in/ICT_for_Development?f_ri=33784","nofollow":false},{"id":17769,"name":"Professional Development","url":"https://www.academia.edu/Documents/in/Professional_Development?f_ri=33784","nofollow":false},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=33784","nofollow":false},{"id":19681,"name":"TEFL","url":"https://www.academia.edu/Documents/in/TEFL?f_ri=33784"},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784"},{"id":34229,"name":"Teacher professional development","url":"https://www.academia.edu/Documents/in/Teacher_professional_development?f_ri=33784"},{"id":40400,"name":"Google","url":"https://www.academia.edu/Documents/in/Google?f_ri=33784"},{"id":48095,"name":"CALL","url":"https://www.academia.edu/Documents/in/CALL?f_ri=33784"},{"id":50023,"name":"Google Scholar Search","url":"https://www.academia.edu/Documents/in/Google_Scholar_Search?f_ri=33784"},{"id":95278,"name":"TEFL- CALL- MCALL-BILINGUALISM -PROFESSIONAL DEVELOPEMENT","url":"https://www.academia.edu/Documents/in/TEFL-_CALL-_MCALL-BILINGUALISM_-PROFESSIONAL_DEVELOPEMENT?f_ri=33784"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33784"},{"id":130466,"name":"MALL (Mobile Assisted Language Learning)","url":"https://www.academia.edu/Documents/in/MALL_Mobile_Assisted_Language_Learning_?f_ri=33784"},{"id":184145,"name":"TESL/TEFL","url":"https://www.academia.edu/Documents/in/TESL_TEFL?f_ri=33784"},{"id":202887,"name":"ICT in teaching and learning English language","url":"https://www.academia.edu/Documents/in/ICT_in_teaching_and_learning_English_language?f_ri=33784"},{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=33784"},{"id":316921,"name":"English EFL TEFL learning","url":"https://www.academia.edu/Documents/in/English_EFL_TEFL_learning?f_ri=33784"},{"id":545093,"name":"ESL/EFL Writing","url":"https://www.academia.edu/Documents/in/ESL_EFL_Writing?f_ri=33784"},{"id":614081,"name":"TEFL (Teaching English as a Foreign Language)","url":"https://www.academia.edu/Documents/in/TEFL_Teaching_English_as_a_Foreign_Language_?f_ri=33784"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_32079275" data-work_id="32079275" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32079275/Las_competencias_digitales_del_profesorado_en_el_marco_del_espacio_europeo_de_educaci%C3%B3n_superior">Las competencias digitales del profesorado en el marco del espacio europeo de educación superior</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Resumen: El presente artículo analiza la importancia de la presencia de las tecnologías de la información y la comunicación (TIC) en los procesos de enseñanza y aprendizaje dentro del Marco Europeo de Educación Superior. Europa ha seguido... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32079275" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Resumen: El presente artículo analiza la importancia de la presencia de las tecnologías de la información y la comunicación (TIC) en los procesos de enseñanza y aprendizaje dentro del Marco Europeo de Educación Superior. Europa ha seguido un proceso de actualización, mejora y crecimiento en la gestión del conocimiento gracias al empuje de las universidades. La declaración de la Sorbona y de Bolonia entre otras, sentaron las bases de la Europa del conocimiento. De entre los elementos que se ven impulsados, uno de los factores más importantes para garantizar la actualización científico-didáctica de los docentes en la actualidad es el desarrollo de la competencia digital. Los docentes deben conocer e integrar las herramientas TIC en su labor educativa para contribuir a mejorar la competencia digital del alumnado. Palabras clave: Educación Superior, Tecnologías de la Información y la Comunicación (TIC), formación docente, innovación educativa, calidad. Abstract: The article analizes the importance of the inclusion of Information and Communications Technology (ICT) applied to the processes of teaching and learning within the frame of European Higher Education. Europe has experienced a process of updating, improvement and growth of knowledge management thanks to universities. The Sorbonne and Bologna Declarations, among others, laid the foundations of the Europe of Knowledge. Nowadays, digital competence is one of the most important elements, to guarantee a scientific-didactic updating of teaching staff. Teachers should master and include ITC tools in their teaching in order to improve the digital competence of their students.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32079275" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d72bbbed6e1d6cac4c34bb2014c10805" rel="nofollow" data-download="{"attachment_id":52333771,"asset_id":32079275,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52333771/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33115519" href="https://csdalicante.academia.edu/CristinaAlberolaRobles">Cristina Alberola-Robles</a><script data-card-contents-for-user="33115519" type="text/json">{"id":33115519,"first_name":"Cristina","last_name":"Alberola-Robles","domain_name":"csdalicante","page_name":"CristinaAlberolaRobles","display_name":"Cristina Alberola-Robles","profile_url":"https://csdalicante.academia.edu/CristinaAlberolaRobles?f_ri=33784","photo":"https://0.academia-photos.com/33115519/9826621/10950855/s65_cristina.alberola_robles.jpg"}</script></span></span></li><li class="js-paper-rank-work_32079275 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32079275"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32079275, container: ".js-paper-rank-work_32079275", }); });</script></li><li class="js-percentile-work_32079275 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32079275; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_32079275"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_32079275 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="32079275"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32079275; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32079275]").text(description); $(".js-view-count-work_32079275").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_32079275").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="32079275"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1556" href="https://www.academia.edu/Documents/in/Dance_Studies">Dance Studies</a>, <script data-card-contents-for-ri="1556" type="text/json">{"id":1556,"name":"Dance Studies","url":"https://www.academia.edu/Documents/in/Dance_Studies?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17951" href="https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education">Learning And Teaching In Higher Education</a><script data-card-contents-for-ri="17951" type="text/json">{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=32079275]'), work: {"id":32079275,"title":"Las competencias digitales del profesorado en el marco del espacio europeo de educación superior","created_at":"2017-03-27T15:27:37.545-07:00","url":"https://www.academia.edu/32079275/Las_competencias_digitales_del_profesorado_en_el_marco_del_espacio_europeo_de_educaci%C3%B3n_superior?f_ri=33784","dom_id":"work_32079275","summary":"Resumen: El presente artículo analiza la importancia de la presencia de las tecnologías de la información y la comunicación (TIC) en los procesos de enseñanza y aprendizaje dentro del Marco Europeo de Educación Superior. Europa ha seguido un proceso de actualización, mejora y crecimiento en la gestión del conocimiento gracias al empuje de las universidades. La declaración de la Sorbona y de Bolonia entre otras, sentaron las bases de la Europa del conocimiento. De entre los elementos que se ven impulsados, uno de los factores más importantes para garantizar la actualización científico-didáctica de los docentes en la actualidad es el desarrollo de la competencia digital. Los docentes deben conocer e integrar las herramientas TIC en su labor educativa para contribuir a mejorar la competencia digital del alumnado. Palabras clave: Educación Superior, Tecnologías de la Información y la Comunicación (TIC), formación docente, innovación educativa, calidad. Abstract: The article analizes the importance of the inclusion of Information and Communications Technology (ICT) applied to the processes of teaching and learning within the frame of European Higher Education. Europe has experienced a process of updating, improvement and growth of knowledge management thanks to universities. The Sorbonne and Bologna Declarations, among others, laid the foundations of the Europe of Knowledge. Nowadays, digital competence is one of the most important elements, to guarantee a scientific-didactic updating of teaching staff. Teachers should master and include ITC tools in their teaching in order to improve the digital competence of their students.","downloadable_attachments":[{"id":52333771,"asset_id":32079275,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33115519,"first_name":"Cristina","last_name":"Alberola-Robles","domain_name":"csdalicante","page_name":"CristinaAlberolaRobles","display_name":"Cristina Alberola-Robles","profile_url":"https://csdalicante.academia.edu/CristinaAlberolaRobles?f_ri=33784","photo":"https://0.academia-photos.com/33115519/9826621/10950855/s65_cristina.alberola_robles.jpg"}],"research_interests":[{"id":1556,"name":"Dance Studies","url":"https://www.academia.edu/Documents/in/Dance_Studies?f_ri=33784","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=33784","nofollow":false},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=33784","nofollow":false},{"id":29167,"name":"Dance","url":"https://www.academia.edu/Documents/in/Dance?f_ri=33784"},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784"},{"id":129412,"name":"TICs aplicadas a la Educacion","url":"https://www.academia.edu/Documents/in/TICs_aplicadas_a_la_Educacion?f_ri=33784"},{"id":156915,"name":"Educación superior","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_superior?f_ri=33784"},{"id":407776,"name":"Formación docente","url":"https://www.academia.edu/Documents/in/Formaci%C3%B3n_docente?f_ri=33784"},{"id":481136,"name":"Competencias Digitales","url":"https://www.academia.edu/Documents/in/Competencias_Digitales?f_ri=33784"},{"id":1019144,"name":"Espacio Europeo De Educación Superior (EEES)","url":"https://www.academia.edu/Documents/in/Espacio_Europeo_De_Educacion_Superior_EEES_?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11337877" data-work_id="11337877" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11337877/Application_of_Psychological_Principles_in_Techno_Pedagogy">Application of Psychological Principles in Techno-Pedagogy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The technological revolution has prompted a fundamental shift in our understanding of pedagogy and its related practices. ICT-enabled instructional strategy promotes learner-centred approach and optimal learning. This paper discusses... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11337877" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The technological revolution has prompted a fundamental shift in our understanding of pedagogy and its related practices. ICT-enabled instructional strategy promotes learner-centred approach and optimal learning. This paper discusses relevance and contribution of various psychological principles and approaches to learning to ICT- based learning. Learning theories have significant bearing on the development of instructional design and instructional technology, as there is a logical development from learning to instruction. Instructional design is the articulation or the manifestation of the learning theories, and its main aim is to optimize learning by using the known theories of learning. Application of these principles enable learners learn optimally from using electronic tools and digital resources. The future of education tends to focus on the integration of ICT in pedagogy and learning process. Technology-based instruction utilizes many psychological principles knowingly or unknowingly. The paper at hand covers behaviourist, cognitivist and constructivist theories of learning in the context of techno-pedagogy and different types of instructional technologies and ICT tools most closely associated with these schools of thought.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11337877" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4c8391ed934d2077d47331512f1eafe1" rel="nofollow" data-download="{"attachment_id":36909610,"asset_id":11337877,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36909610/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23235289" href="https://keralauniversity.academia.edu/JijanEdathumparambil">Jijan Edathumparambil</a><script data-card-contents-for-user="23235289" type="text/json">{"id":23235289,"first_name":"Jijan","last_name":"Edathumparambil","domain_name":"keralauniversity","page_name":"JijanEdathumparambil","display_name":"Jijan Edathumparambil","profile_url":"https://keralauniversity.academia.edu/JijanEdathumparambil?f_ri=33784","photo":"https://0.academia-photos.com/23235289/7899110/8849989/s65_jijan.edathumparambil.jpg"}</script></span></span></li><li class="js-paper-rank-work_11337877 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11337877"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11337877, container: ".js-paper-rank-work_11337877", }); });</script></li><li class="js-percentile-work_11337877 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11337877; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11337877"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11337877 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11337877"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11337877; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11337877]").text(description); $(".js-view-count-work_11337877").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11337877").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11337877"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a><script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11337877]'), work: {"id":11337877,"title":"Application of Psychological Principles in Techno-Pedagogy","created_at":"2015-03-09T06:08:02.405-07:00","url":"https://www.academia.edu/11337877/Application_of_Psychological_Principles_in_Techno_Pedagogy?f_ri=33784","dom_id":"work_11337877","summary":"The technological revolution has prompted a fundamental shift in our understanding of pedagogy and its related practices. ICT-enabled instructional strategy promotes learner-centred approach and optimal learning. This paper discusses relevance and contribution of various psychological principles and approaches to learning to ICT- based learning. Learning theories have significant bearing on the development of instructional design and instructional technology, as there is a logical development from learning to instruction. Instructional design is the articulation or the manifestation of the learning theories, and its main aim is to optimize learning by using the known theories of learning. Application of these principles enable learners learn optimally from using electronic tools and digital resources. The future of education tends to focus on the integration of ICT in pedagogy and learning process. Technology-based instruction utilizes many psychological principles knowingly or unknowingly. The paper at hand covers behaviourist, cognitivist and constructivist theories of learning in the context of techno-pedagogy and different types of instructional technologies and ICT tools most closely associated with these schools of thought. \n\n","downloadable_attachments":[{"id":36909610,"asset_id":11337877,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":23235289,"first_name":"Jijan","last_name":"Edathumparambil","domain_name":"keralauniversity","page_name":"JijanEdathumparambil","display_name":"Jijan Edathumparambil","profile_url":"https://keralauniversity.academia.edu/JijanEdathumparambil?f_ri=33784","photo":"https://0.academia-photos.com/23235289/7899110/8849989/s65_jijan.edathumparambil.jpg"}],"research_interests":[{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_79293142" data-work_id="79293142" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/79293142/Academic_domains_as_political_battlegrounds">Academic domains as political battlegrounds</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_79293142" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/79293142" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="28d3198602c3ed95c2c02bfcc96aed72" rel="nofollow" data-download="{"attachment_id":86057139,"asset_id":79293142,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86057139/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7973478" href="https://independent.academia.edu/IjazAQureshi">Ijaz A. Qureshi</a><script data-card-contents-for-user="7973478" type="text/json">{"id":7973478,"first_name":"Ijaz A.","last_name":"Qureshi","domain_name":"independent","page_name":"IjazAQureshi","display_name":"Ijaz A. Qureshi","profile_url":"https://independent.academia.edu/IjazAQureshi?f_ri=33784","photo":"https://0.academia-photos.com/7973478/62912446/51210786/s65_ijaz_a..qureshi.jpg"}</script></span></span></li><li class="js-paper-rank-work_79293142 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="79293142"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 79293142, container: ".js-paper-rank-work_79293142", }); });</script></li><li class="js-percentile-work_79293142 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 79293142; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_79293142"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_79293142 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="79293142"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 79293142; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=79293142]").text(description); $(".js-view-count-work_79293142").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_79293142").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="79293142"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="491" href="https://www.academia.edu/Documents/in/Information_Technology">Information Technology</a>, <script data-card-contents-for-ri="491" type="text/json">{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=79293142]'), work: {"id":79293142,"title":"Academic domains as political battlegrounds","created_at":"2022-05-17T02:50:15.350-07:00","url":"https://www.academia.edu/79293142/Academic_domains_as_political_battlegrounds?f_ri=33784","dom_id":"work_79293142","summary":"This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...","downloadable_attachments":[{"id":86057139,"asset_id":79293142,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7973478,"first_name":"Ijaz A.","last_name":"Qureshi","domain_name":"independent","page_name":"IjazAQureshi","display_name":"Ijaz A. Qureshi","profile_url":"https://independent.academia.edu/IjazAQureshi?f_ri=33784","photo":"https://0.academia-photos.com/7973478/62912446/51210786/s65_ijaz_a..qureshi.jpg"}],"research_interests":[{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=33784","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33784","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=33784","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=33784"},{"id":4198,"name":"Mobile Technology","url":"https://www.academia.edu/Documents/in/Mobile_Technology?f_ri=33784"},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784"},{"id":10414,"name":"ICT","url":"https://www.academia.edu/Documents/in/ICT?f_ri=33784"},{"id":10439,"name":"Academia Research","url":"https://www.academia.edu/Documents/in/Academia_Research?f_ri=33784"},{"id":21556,"name":"Crowdsourcing","url":"https://www.academia.edu/Documents/in/Crowdsourcing?f_ri=33784"},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784"},{"id":40067,"name":"Academia","url":"https://www.academia.edu/Documents/in/Academia?f_ri=33784"},{"id":47979,"name":"Educational Technologies","url":"https://www.academia.edu/Documents/in/Educational_Technologies?f_ri=33784"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=33784"},{"id":59587,"name":"Library and Information Studies","url":"https://www.academia.edu/Documents/in/Library_and_Information_Studies?f_ri=33784"},{"id":123474,"name":"Academics","url":"https://www.academia.edu/Documents/in/Academics?f_ri=33784"},{"id":1198660,"name":"E Learning","url":"https://www.academia.edu/Documents/in/E_Learning-14?f_ri=33784"},{"id":1279370,"name":"Maaging Organizational Politics","url":"https://www.academia.edu/Documents/in/Maaging_Organizational_Politics?f_ri=33784"},{"id":2457460,"name":"CrowdAuthoring","url":"https://www.academia.edu/Documents/in/CrowdAuthoring?f_ri=33784"},{"id":2458978,"name":"Academic Domain","url":"https://www.academia.edu/Documents/in/Academic_Domain?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36970268" data-work_id="36970268" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36970268/%D0%A1%D0%A2%D0%A0%D0%A3%D0%9A%D0%A2%D0%A3%D0%A0%D0%90_%D0%98%D0%9D%D0%A4%D0%9E%D0%A0%D0%9C%D0%90%D0%A6%D0%98%D0%9E%D0%9D%D0%9D%D0%9E_%D0%9A%D0%9E%D0%9C%D0%9C%D0%A3%D0%9D%D0%98%D0%9A%D0%90%D0%A6%D0%98%D0%9E%D0%9D%D0%9D%D0%9E%D0%99_%D0%9A%D0%9E%D0%9C%D0%9F%D0%95%D0%A2%D0%95%D0%9D%D0%A6%D0%98%D0%98_%D0%9F%D0%A0%D0%95%D0%9F%D0%9E%D0%94%D0%90%D0%92%D0%90%D0%A2%D0%95%D0%9B%D0%AF_%D0%92%D0%A3%D0%97%D0%90">СТРУКТУРА ИНФОРМАЦИОННО-КОММУНИКАЦИОННОЙ КОМПЕТЕНЦИИ ПРЕПОДАВАТЕЛЯ ВУЗА</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Внедрение информационно-коммуникационных технологий в профессиональную деятельность педагогов является приоритетным направлением модернизации российского образования в связи с введением новых профессиональных стандартов. Проанализированы... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36970268" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Внедрение информационно-коммуникационных технологий в профессиональную деятельность педагогов является приоритетным направлением модернизации российского образования в связи с введением новых профессиональных стандартов. Проанализированы российские и зарубежные нормативные документы, в частности, профессиональные стандарты для разных уровней образования, и сделан вывод, что информационно-коммуникационная (ИК) компетенция преподавателя вуза имеет трехуровневую структуру, отражающую профессиональную ИКТ-компетентность в соответствующей предметной области. ИК компетенция преподавателя высшей школы рассматривается как его неотъемлемая профессиональная характеристика, отражающая применение ИКТ в профессиональной области как для решения широкого круга педагогических задач, моделирования и конструирования образовательной деятельности, так и для формирования у обучающихся готовности к использованию ИКТ в будущей профессиональной деятельности. Представляется, что одним из способов развития ИК компетенции педагогов являются курсы повышения квалификации. При всем многообразии существующих на образовательном рынке программ и курсов повышения квалификации в области ИКТ, существует, тем не менее, ряд объективных факторов, снижающих эффективность формирования ИК компетенции. Одним из таких факторов является отсутствие постоянной поддержки и консультирования педагогов в промежутках между курсами повышения квалификации. Выход из сложившейся ситуации видится в использовании цифровых технологий, обладающих широкими дидактическими возможностями в этой области. Ключевые слова: информационно-коммуникационная компетенция; повышение квалификации; профессиональные стандарты; интеграция информационно-коммуникационных технологий в учебный процесс</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36970268" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3fb55ee26eda71b3a5be0a8932285937" rel="nofollow" data-download="{"attachment_id":56919934,"asset_id":36970268,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56919934/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4744782" href="https://moscowstate.academia.edu/SvetlanaTitova">Svetlana Titova</a><script data-card-contents-for-user="4744782" type="text/json">{"id":4744782,"first_name":"Svetlana","last_name":"Titova","domain_name":"moscowstate","page_name":"SvetlanaTitova","display_name":"Svetlana Titova","profile_url":"https://moscowstate.academia.edu/SvetlanaTitova?f_ri=33784","photo":"https://0.academia-photos.com/4744782/2010722/2371805/s65_svetlana.titova.jpg"}</script></span></span></li><li class="js-paper-rank-work_36970268 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36970268"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36970268, container: ".js-paper-rank-work_36970268", }); });</script></li><li class="js-percentile-work_36970268 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36970268; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_36970268"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_36970268 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="36970268"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36970268; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36970268]").text(description); $(".js-view-count-work_36970268").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36970268").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36970268"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="11584" href="https://www.academia.edu/Documents/in/ICT_for_Development">ICT for Development</a>, <script data-card-contents-for-ri="11584" type="text/json">{"id":11584,"name":"ICT for Development","url":"https://www.academia.edu/Documents/in/ICT_for_Development?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a>, <script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="102021" href="https://www.academia.edu/Documents/in/ICT_Competencies_and_ICT_Practices_of_Principals">ICT Competencies and ICT Practices of Principals</a><script data-card-contents-for-ri="102021" type="text/json">{"id":102021,"name":"ICT Competencies and ICT Practices of Principals","url":"https://www.academia.edu/Documents/in/ICT_Competencies_and_ICT_Practices_of_Principals?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36970268]'), work: {"id":36970268,"title":"СТРУКТУРА ИНФОРМАЦИОННО-КОММУНИКАЦИОННОЙ КОМПЕТЕНЦИИ ПРЕПОДАВАТЕЛЯ ВУЗА","created_at":"2018-07-03T12:41:15.585-07:00","url":"https://www.academia.edu/36970268/%D0%A1%D0%A2%D0%A0%D0%A3%D0%9A%D0%A2%D0%A3%D0%A0%D0%90_%D0%98%D0%9D%D0%A4%D0%9E%D0%A0%D0%9C%D0%90%D0%A6%D0%98%D0%9E%D0%9D%D0%9D%D0%9E_%D0%9A%D0%9E%D0%9C%D0%9C%D0%A3%D0%9D%D0%98%D0%9A%D0%90%D0%A6%D0%98%D0%9E%D0%9D%D0%9D%D0%9E%D0%99_%D0%9A%D0%9E%D0%9C%D0%9F%D0%95%D0%A2%D0%95%D0%9D%D0%A6%D0%98%D0%98_%D0%9F%D0%A0%D0%95%D0%9F%D0%9E%D0%94%D0%90%D0%92%D0%90%D0%A2%D0%95%D0%9B%D0%AF_%D0%92%D0%A3%D0%97%D0%90?f_ri=33784","dom_id":"work_36970268","summary":"Внедрение информационно-коммуникационных технологий в профессиональную деятельность педагогов является приоритетным направлением модернизации российского образования в связи с введением новых профессиональных стандартов. Проанализированы российские и зарубежные нормативные документы, в частности, профессиональные стандарты для разных уровней образования, и сделан вывод, что информационно-коммуникационная (ИК) компетенция преподавателя вуза имеет трехуровневую структуру, отражающую профессиональную ИКТ-компетентность в соответствующей предметной области. ИК компетенция преподавателя высшей школы рассматривается как его неотъемлемая профессиональная характеристика, отражающая применение ИКТ в профессиональной области как для решения широкого круга педагогических задач, моделирования и конструирования образовательной деятельности, так и для формирования у обучающихся готовности к использованию ИКТ в будущей профессиональной деятельности. Представляется, что одним из способов развития ИК компетенции педагогов являются курсы повышения квалификации. При всем многообразии существующих на образовательном рынке программ и курсов повышения квалификации в области ИКТ, существует, тем не менее, ряд объективных факторов, снижающих эффективность формирования ИК компетенции. Одним из таких факторов является отсутствие постоянной поддержки и консультирования педагогов в промежутках между курсами повышения квалификации. Выход из сложившейся ситуации видится в использовании цифровых технологий, обладающих широкими дидактическими возможностями в этой области. Ключевые слова: информационно-коммуникационная компетенция; повышение квалификации; профессиональные стандарты; интеграция информационно-коммуникационных технологий в учебный процесс ","downloadable_attachments":[{"id":56919934,"asset_id":36970268,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4744782,"first_name":"Svetlana","last_name":"Titova","domain_name":"moscowstate","page_name":"SvetlanaTitova","display_name":"Svetlana Titova","profile_url":"https://moscowstate.academia.edu/SvetlanaTitova?f_ri=33784","photo":"https://0.academia-photos.com/4744782/2010722/2371805/s65_svetlana.titova.jpg"}],"research_interests":[{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":11584,"name":"ICT for Development","url":"https://www.academia.edu/Documents/in/ICT_for_Development?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":102021,"name":"ICT Competencies and ICT Practices of Principals","url":"https://www.academia.edu/Documents/in/ICT_Competencies_and_ICT_Practices_of_Principals?f_ri=33784","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_21595885" data-work_id="21595885" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/21595885/%D0%92%D0%98%D0%9A%D0%9E%D0%A0%D0%98%D0%A1%D0%A2%D0%90%D0%9D%D0%9D%D0%AF_%D0%9C%D0%86%D0%96%D0%9D%D0%90%D0%A0%D0%9E%D0%94%D0%9D%D0%98%D0%A5_%D0%9D%D0%90%D0%A3%D0%9A%D0%9E%D0%9C%D0%95%D0%A2%D0%A0%D0%98%D0%A7%D0%9D%D0%98%D0%A5_%D0%91%D0%90%D0%97_%D0%94%D0%90%D0%9D%D0%98%D0%A5_%D0%92%D0%86%D0%94%D0%9A%D0%A0%D0%98%D0%A2%D0%9E%D0%93%D0%9E_%D0%94%D0%9E%D0%A1%D0%A2%D0%A3%D0%9F%D0%A3_%D0%92_%D0%9D%D0%90%D0%A3%D0%9A%D0%9E%D0%92%D0%98%D0%A5_%D0%94%D0%9E%D0%A1%D0%9B%D0%86%D0%94%D0%96%D0%95%D0%9D%D0%9D%D0%AF%D0%A5">ВИКОРИСТАННЯ МІЖНАРОДНИХ НАУКОМЕТРИЧНИХ БАЗ ДАНИХ ВІДКРИТОГО ДОСТУПУ В НАУКОВИХ ДОСЛІДЖЕННЯХ</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">У статті висвітлено проблему використання міжнародних наукометричних баз даних у науково-дослідницькій діяльності як web-орієнтованих ресурсів і сервісів, що є засобами оприлюднення та розповсюдження результатів наукових досліджень.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_21595885" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">У статті висвітлено проблему використання міжнародних наукометричних баз даних у науково-дослідницькій діяльності як web-орієнтованих ресурсів і сервісів, що є засобами оприлюднення та розповсюдження результатів наукових досліджень. Виділено критерії добору наукометричних платформ відкритого доступу у проведенні наукових досліджень (охоплення українських наукових видань та публікацій ; точність даних, загальні характеристики міжнародної науко метричної бази даних, технічні характеристики, функціональні характеристики) та їх показники. Зроблено огляд найбільш популярних наукометричних баз даних відкритого доступу Google Scholar, Російський індекс наукового цитування (РІНЦ), Scholarometer, Index Copernicus (IC), Microsoft Academic Search. Визначено переваги використання міжнародної наукометричної бази даних Google Scholar у проведенні наукових досліджень та перспективи дослідження, які полягають у виділенні хмарних інформаційно-аналітичних сервісів даної системи. Ключові слова: міжнародна наукометрична база даних вільного доступу, наукове дослідження, Google Scholar. In the article the problem of using the international scientometric databases in researches as web-oriented resources and services that are means of publication and dissemination the results of the scientific research activity is described. The criterias of selection of scientometric databases and their indexes are picked out in the researches. The analysis of the most popular scientometric databases of open access: Google Scholar, RINTS, Scholarometer, Index Copernicus (IC), Microsoft Academic Search is done. The advantages of using the open access scientometric database Google Scholar in the research are determined. Keywords: international scientometric database of open access, scientific research, Google Scholar. Постановка проблеми. Розвиток єдиного інформаційного простору з інтенсивним впровадженням ІКТ спричинили стрімке накопичення інформаційних ресурсів, основну частку яких займають публікації результатів наукових досліджень [10]. В сучасному суспільстві найбільш вагомим є результат, який надає наукове дослідження, а не лише процес діяльності чи думки. Із збільшенням кількості науковців постає питання про науковий внесок кожного з них. Вага вченого в науковому співтоваристві, його вплив на події, що відбуваються в обраній ним галузі науки, нині багато в чому визначаються тим, наскільки повно, конструктивно і органічно представлені результати його досліджень в Інтернет-мережі. Наукову діяльність важко оцінити лише одним параметром, тим більше є необхідність оцінювання з використанням кількісних та якісних показників. Це пов'язано із багатьма проблемами, основними з яких є врахування якісного характеру наукової роботи та інтерпретування показників у числовій розмірності, що дає можливість отримати важливі відомості про актуальність певної тематики і навпаки про застарілість, рівень опису сучасних проблем тощо[26]. Виникає проблема використання web-орієнтованих ресурсів і сервісів як засобів впровадження результатів наукових досліджень, зокрема їх оприлюднення та</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21595885" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4917c961beb7bae3dd2ccc63c9991eb7" rel="nofollow" data-download="{"attachment_id":42155463,"asset_id":21595885,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42155463/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25202691" href="https://independent.academia.edu/GalchevskaOksana">Odud (Galchevska) Oksana</a><script data-card-contents-for-user="25202691" type="text/json">{"id":25202691,"first_name":"Odud (Galchevska)","last_name":"Oksana","domain_name":"independent","page_name":"GalchevskaOksana","display_name":"Odud (Galchevska) Oksana","profile_url":"https://independent.academia.edu/GalchevskaOksana?f_ri=33784","photo":"https://0.academia-photos.com/25202691/7164011/8067920/s65_galchevska.oksana.jpg_oh_56886aafb40769d343e1cfffd2db9722_oe_5549f44a___gda___1432466783_5e589e856d629ec0444e33df1a943e2e"}</script></span></span></li><li class="js-paper-rank-work_21595885 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="21595885"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 21595885, container: ".js-paper-rank-work_21595885", }); });</script></li><li class="js-percentile-work_21595885 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 21595885; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_21595885"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_21595885 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="21595885"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 21595885; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=21595885]").text(description); $(".js-view-count-work_21595885").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_21595885").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="21595885"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a><script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=21595885]'), work: {"id":21595885,"title":"ВИКОРИСТАННЯ МІЖНАРОДНИХ НАУКОМЕТРИЧНИХ БАЗ ДАНИХ ВІДКРИТОГО ДОСТУПУ В НАУКОВИХ ДОСЛІДЖЕННЯХ","created_at":"2016-02-05T08:52:20.595-08:00","url":"https://www.academia.edu/21595885/%D0%92%D0%98%D0%9A%D0%9E%D0%A0%D0%98%D0%A1%D0%A2%D0%90%D0%9D%D0%9D%D0%AF_%D0%9C%D0%86%D0%96%D0%9D%D0%90%D0%A0%D0%9E%D0%94%D0%9D%D0%98%D0%A5_%D0%9D%D0%90%D0%A3%D0%9A%D0%9E%D0%9C%D0%95%D0%A2%D0%A0%D0%98%D0%A7%D0%9D%D0%98%D0%A5_%D0%91%D0%90%D0%97_%D0%94%D0%90%D0%9D%D0%98%D0%A5_%D0%92%D0%86%D0%94%D0%9A%D0%A0%D0%98%D0%A2%D0%9E%D0%93%D0%9E_%D0%94%D0%9E%D0%A1%D0%A2%D0%A3%D0%9F%D0%A3_%D0%92_%D0%9D%D0%90%D0%A3%D0%9A%D0%9E%D0%92%D0%98%D0%A5_%D0%94%D0%9E%D0%A1%D0%9B%D0%86%D0%94%D0%96%D0%95%D0%9D%D0%9D%D0%AF%D0%A5?f_ri=33784","dom_id":"work_21595885","summary":"У статті висвітлено проблему використання міжнародних наукометричних баз даних у науково-дослідницькій діяльності як web-орієнтованих ресурсів і сервісів, що є засобами оприлюднення та розповсюдження результатів наукових досліджень. Виділено критерії добору наукометричних платформ відкритого доступу у проведенні наукових досліджень (охоплення українських наукових видань та публікацій ; точність даних, загальні характеристики міжнародної науко метричної бази даних, технічні характеристики, функціональні характеристики) та їх показники. Зроблено огляд найбільш популярних наукометричних баз даних відкритого доступу Google Scholar, Російський індекс наукового цитування (РІНЦ), Scholarometer, Index Copernicus (IC), Microsoft Academic Search. Визначено переваги використання міжнародної наукометричної бази даних Google Scholar у проведенні наукових досліджень та перспективи дослідження, які полягають у виділенні хмарних інформаційно-аналітичних сервісів даної системи. Ключові слова: міжнародна наукометрична база даних вільного доступу, наукове дослідження, Google Scholar. In the article the problem of using the international scientometric databases in researches as web-oriented resources and services that are means of publication and dissemination the results of the scientific research activity is described. The criterias of selection of scientometric databases and their indexes are picked out in the researches. The analysis of the most popular scientometric databases of open access: Google Scholar, RINTS, Scholarometer, Index Copernicus (IC), Microsoft Academic Search is done. The advantages of using the open access scientometric database Google Scholar in the research are determined. Keywords: international scientometric database of open access, scientific research, Google Scholar. Постановка проблеми. Розвиток єдиного інформаційного простору з інтенсивним впровадженням ІКТ спричинили стрімке накопичення інформаційних ресурсів, основну частку яких займають публікації результатів наукових досліджень [10]. В сучасному суспільстві найбільш вагомим є результат, який надає наукове дослідження, а не лише процес діяльності чи думки. Із збільшенням кількості науковців постає питання про науковий внесок кожного з них. Вага вченого в науковому співтоваристві, його вплив на події, що відбуваються в обраній ним галузі науки, нині багато в чому визначаються тим, наскільки повно, конструктивно і органічно представлені результати його досліджень в Інтернет-мережі. Наукову діяльність важко оцінити лише одним параметром, тим більше є необхідність оцінювання з використанням кількісних та якісних показників. Це пов'язано із багатьма проблемами, основними з яких є врахування якісного характеру наукової роботи та інтерпретування показників у числовій розмірності, що дає можливість отримати важливі відомості про актуальність певної тематики і навпаки про застарілість, рівень опису сучасних проблем тощо[26]. Виникає проблема використання web-орієнтованих ресурсів і сервісів як засобів впровадження результатів наукових досліджень, зокрема їх оприлюднення та","downloadable_attachments":[{"id":42155463,"asset_id":21595885,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25202691,"first_name":"Odud (Galchevska)","last_name":"Oksana","domain_name":"independent","page_name":"GalchevskaOksana","display_name":"Odud (Galchevska) Oksana","profile_url":"https://independent.academia.edu/GalchevskaOksana?f_ri=33784","photo":"https://0.academia-photos.com/25202691/7164011/8067920/s65_galchevska.oksana.jpg_oh_56886aafb40769d343e1cfffd2db9722_oe_5549f44a___gda___1432466783_5e589e856d629ec0444e33df1a943e2e"}],"research_interests":[{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23960642 coauthored" data-work_id="23960642" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23960642/Digit%C3%A1ln%C3%AD_dovednosti_student%C5%AF_speci%C3%A1ln%C3%AD_pedagogiky">Digitální dovednosti studentů speciální pedagogiky</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Abstrakt: Digitální kompetence jsou nedílnou součástí kvalifikace speciálních pedagogů. V roce 2015 proběhl čtvrtý ročník celoevropské kampaně e-Skills for Jobs 2015 iniciovaný Generálním ředitelstvím pro podniky a průmysl Evropské... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23960642" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Abstrakt: Digitální kompetence jsou nedílnou součástí kvalifikace speciálních pedagogů. V roce 2015 proběhl čtvrtý ročník celoevropské kampaně e-Skills for Jobs 2015  iniciovaný Generálním ředitelstvím pro podniky a průmysl Evropské komise. Součástí kampaně je také IT Fitness Test 2015 , on-line test digitálních znalostí a dovedností (e-Skills) primárně určený k autoevaluaci úrovně probandů vytvořený a realizovaný na Slovensku IT Asociací Slovenska pod gescí Katedry základů a vyučování informatiky FMFI UK v Bratislavě a koordinovaný v České republice Domem zahraniční spolupráce pod záštitou Ministerstva školství mládeže a tělovýchovy ČR. V roce 2015 byl zpřístupněn ve dvou jazykových variantách – slovenské a české. Nad rámec kampaně byl IT Fitness Test 2015 cíleně využit ke zjištění e-Skills studentů speciální pedagogiky na dvou pedago¬gických fakultách – UJEP v Ústí nad Labem a UK v Bratislavě, získaná data byla komparována s výsledky studentů vybraných učitelských aprobací Technické univerzity v Liberci. V příspěvku je popsána metodika testování a výsledky, kterých studenti dosáhli. Výsledky studentů jsou porovnány jak vzájemně, tak i s výsledky loňského testování IT Fitness Test 2014.<br /><br />Klíčová slova: digitální kompetence, e-Skills, IT Fitness test, speciální pedagogika, speciální pedagog<br /><br />Abstract: Digital skills are an integral part of the qualification of special educators. The fourth annual European campaign e-Skills for Jobs 2015 initiated by the Directorate General for Enterprise and Industry of the European Commission took place in year 2015. As a part of the campaign, the IT Fitness Test 2015 took place in both Czech and Slovak Republic. It is an online test of digital knowledge and skills (e-Skills) that was designed primarily for self-evaluation of public probands. The test was designed and coordinated by the Slovak IT Association under the auspices of the Department of Informatics Education, FMFI, Comenius University in Bratislava in the Slovak Republic and in parallel to that it was coordinated by The Centre for International Cooperation in Education under the auspices of the Ministry of Education, Youth and Sports in the Czech Republic. Hence, in 2015 it was made available in two languages – Slovak and Czech. Beyond the scope of the campaign, the IT Fitness Test in 2015 was specifically used to survey e-Skills of students of the special education study programme at two faculties of education – Jan Evangelista Purkynje University in Ústí nad Labem, the Czech Republic, and Comenius University in Bratislava, the Slovak Republic. The data are compared with the results of selected teachers’ approbation students at the Technical University in Liberec. The paper describes the methodology and results of testing achieved by students. Student performance is compared to each other as well as to the results of the last year’s IT Fitness Test 2014.<br /><br />Keywords: digital competence, e-Skills, IT Fitness Test, special education, special educator</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23960642" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="436f02f79707b1af48c2da3ba19bceb5" rel="nofollow" data-download="{"attachment_id":44349129,"asset_id":23960642,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44349129/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24277983" href="https://ujep.academia.edu/PavelPe%C5%A1at">Pavel Pešat</a><script data-card-contents-for-user="24277983" type="text/json">{"id":24277983,"first_name":"Pavel","last_name":"Pešat","domain_name":"ujep","page_name":"PavelPešat","display_name":"Pavel Pešat","profile_url":"https://ujep.academia.edu/PavelPe%C5%A1at?f_ri=33784","photo":"https://0.academia-photos.com/24277983/6551428/7407461/s65_pavel.pe_at.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-23960642">+2</span><div class="hidden js-additional-users-23960642"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/JanaLop%C3%BAchov%C3%A1">Jana Lopúchová</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/Ji%C5%99%C3%ADLanger">Jiří Langer</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-23960642'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-23960642').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_23960642 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23960642"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23960642, container: ".js-paper-rank-work_23960642", }); });</script></li><li class="js-percentile-work_23960642 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23960642; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_23960642"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_23960642 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="23960642"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23960642; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23960642]").text(description); $(".js-view-count-work_23960642").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23960642").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23960642"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1062" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a><script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23960642]'), work: {"id":23960642,"title":"Digitální dovednosti studentů speciální pedagogiky","created_at":"2016-04-03T02:57:21.761-07:00","url":"https://www.academia.edu/23960642/Digit%C3%A1ln%C3%AD_dovednosti_student%C5%AF_speci%C3%A1ln%C3%AD_pedagogiky?f_ri=33784","dom_id":"work_23960642","summary":"Abstrakt: Digitální kompetence jsou nedílnou součástí kvalifikace speciálních pedagogů. V roce 2015 proběhl čtvrtý ročník celoevropské kampaně e-Skills for Jobs 2015 iniciovaný Generálním ředitelstvím pro podniky a průmysl Evropské komise. Součástí kampaně je také IT Fitness Test 2015 , on-line test digitálních znalostí a dovedností (e-Skills) primárně určený k autoevaluaci úrovně probandů vytvořený a realizovaný na Slovensku IT Asociací Slovenska pod gescí Katedry základů a vyučování informatiky FMFI UK v Bratislavě a koordinovaný v České republice Domem zahraniční spolupráce pod záštitou Ministerstva školství mládeže a tělovýchovy ČR. V roce 2015 byl zpřístupněn ve dvou jazykových variantách – slovenské a české. Nad rámec kampaně byl IT Fitness Test 2015 cíleně využit ke zjištění e-Skills studentů speciální pedagogiky na dvou pedago¬gických fakultách – UJEP v Ústí nad Labem a UK v Bratislavě, získaná data byla komparována s výsledky studentů vybraných učitelských aprobací Technické univerzity v Liberci. V příspěvku je popsána metodika testování a výsledky, kterých studenti dosáhli. Výsledky studentů jsou porovnány jak vzájemně, tak i s výsledky loňského testování IT Fitness Test 2014.\n\nKlíčová slova: digitální kompetence, e-Skills, IT Fitness test, speciální pedagogika, speciální pedagog\n\nAbstract: Digital skills are an integral part of the qualification of special educators. The fourth annual European campaign e-Skills for Jobs 2015 initiated by the Directorate General for Enterprise and Industry of the European Commission took place in year 2015. As a part of the campaign, the IT Fitness Test 2015 took place in both Czech and Slovak Republic. It is an online test of digital knowledge and skills (e-Skills) that was designed primarily for self-evaluation of public probands. The test was designed and coordinated by the Slovak IT Association under the auspices of the Department of Informatics Education, FMFI, Comenius University in Bratislava in the Slovak Republic and in parallel to that it was coordinated by The Centre for International Cooperation in Education under the auspices of the Ministry of Education, Youth and Sports in the Czech Republic. Hence, in 2015 it was made available in two languages – Slovak and Czech. Beyond the scope of the campaign, the IT Fitness Test in 2015 was specifically used to survey e-Skills of students of the special education study programme at two faculties of education – Jan Evangelista Purkynje University in Ústí nad Labem, the Czech Republic, and Comenius University in Bratislava, the Slovak Republic. The data are compared with the results of selected teachers’ approbation students at the Technical University in Liberec. The paper describes the methodology and results of testing achieved by students. 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They can provide teachers with regular and instant feedback about learners' progress to detect and fix the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42134891" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Digital assessment tools, or electronic classroom response systems, can be used effectively for formative assessment purposes. They can provide teachers with regular and instant feedback about learners' progress to detect and fix the learners' mistakes and misconceptions sustainably in an entertaining way. This case study intended to report researchers' experiences and evaluations about using a popular gamified digital exam platform (Kahoot!) used for formative purposes in a limited context of prospective teacher education program. Both qualitative and quantitative data were collected from 88 prospective teachers from a variety of programs/departments attending a 25-credit two-semester teacher training certificate program in Turkey. Results of the study suggested that participants were highly positive about using the digital exam platform as a gamified formative assessment tool from attitudinal and pedagogical aspects. It was concluded that Kahoot! is quite promising in providing an effective formative assessment platform producing favorable practical, pedagogical, and affective outcomes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42134891" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bcae18a0c55b6d4a13e557820a7cd921" rel="nofollow" data-download="{"attachment_id":62271199,"asset_id":42134891,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62271199/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8491148" href="https://inonu.academia.edu/s%C5%9Fad">Süleyman Nihat ŞAD</a><script data-card-contents-for-user="8491148" type="text/json">{"id":8491148,"first_name":"Süleyman Nihat","last_name":"ŞAD","domain_name":"inonu","page_name":"sşad","display_name":"Süleyman Nihat ŞAD","profile_url":"https://inonu.academia.edu/s%C5%9Fad?f_ri=33784","photo":"https://0.academia-photos.com/8491148/4793224/20515371/s65_s_leyman_nihat._ad.jpg"}</script></span></span></li><li class="js-paper-rank-work_42134891 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42134891"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42134891, container: ".js-paper-rank-work_42134891", }); 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$(".js-view-count[data-work-id=42134891]").text(description); $(".js-view-count-work_42134891").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42134891").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42134891"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1750" href="https://www.academia.edu/Documents/in/Assessment">Assessment</a>, <script data-card-contents-for-ri="1750" type="text/json">{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4414" href="https://www.academia.edu/Documents/in/Formative_Assessment">Formative Assessment</a><script data-card-contents-for-ri="4414" type="text/json">{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42134891]'), work: {"id":42134891,"title":"Using Kahoot! as a Gamified Formative Assessment Tool: A Case Study","created_at":"2020-03-04T03:16:26.287-08:00","url":"https://www.academia.edu/42134891/Using_Kahoot_as_a_Gamified_Formative_Assessment_Tool_A_Case_Study?f_ri=33784","dom_id":"work_42134891","summary":"Digital assessment tools, or electronic classroom response systems, can be used effectively for formative assessment purposes. They can provide teachers with regular and instant feedback about learners' progress to detect and fix the learners' mistakes and misconceptions sustainably in an entertaining way. This case study intended to report researchers' experiences and evaluations about using a popular gamified digital exam platform (Kahoot!) used for formative purposes in a limited context of prospective teacher education program. Both qualitative and quantitative data were collected from 88 prospective teachers from a variety of programs/departments attending a 25-credit two-semester teacher training certificate program in Turkey. Results of the study suggested that participants were highly positive about using the digital exam platform as a gamified formative assessment tool from attitudinal and pedagogical aspects. It was concluded that Kahoot! is quite promising in providing an effective formative assessment platform producing favorable practical, pedagogical, and affective outcomes.","downloadable_attachments":[{"id":62271199,"asset_id":42134891,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8491148,"first_name":"Süleyman Nihat","last_name":"ŞAD","domain_name":"inonu","page_name":"sşad","display_name":"Süleyman Nihat ŞAD","profile_url":"https://inonu.academia.edu/s%C5%9Fad?f_ri=33784","photo":"https://0.academia-photos.com/8491148/4793224/20515371/s65_s_leyman_nihat._ad.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33784","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33784","nofollow":false},{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=33784","nofollow":false},{"id":4414,"name":"Formative Assessment","url":"https://www.academia.edu/Documents/in/Formative_Assessment?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784"},{"id":56265,"name":"Gamification","url":"https://www.academia.edu/Documents/in/Gamification?f_ri=33784"},{"id":262901,"name":"Gamification in Education","url":"https://www.academia.edu/Documents/in/Gamification_in_Education?f_ri=33784"},{"id":434702,"name":"Formative Assessment and Feedback","url":"https://www.academia.edu/Documents/in/Formative_Assessment_and_Feedback?f_ri=33784"},{"id":717832,"name":"Assessment tools","url":"https://www.academia.edu/Documents/in/Assessment_tools?f_ri=33784"},{"id":981519,"name":"In service Teacher Education","url":"https://www.academia.edu/Documents/in/In_service_Teacher_Education?f_ri=33784"},{"id":2690343,"name":"Kahoot!","url":"https://www.academia.edu/Documents/in/Kahoot_?f_ri=33784"},{"id":3339266,"name":"Gamified-Learning","url":"https://www.academia.edu/Documents/in/Gamified-Learning?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43430675 coauthored" data-work_id="43430675" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43430675/Ptaszek_G_Bigaj_M_D%C4%99bski_M_Py%C5%BCalski_J_and_Stun%C5%BCa_G_D_2020_Zdalna_edukacja_gdzie_byli%C5%9Bmy_dok%C4%85d_idziemy_Wst%C4%99pne_wyniki_badania_naukowego_Zdalne_nauczanie_a_adaptacja_do_warunk%C3%B3w_spo%C5%82ecznych_w_czasie_epidemii_koronawirusa_Warszawa_2020">Ptaszek, G., Bigaj, M., Dębski, M., Pyżalski, J. & Stunża, G. D. (2020). Zdalna edukacja - gdzie byliśmy, dokąd idziemy? Wstępne wyniki badania naukowego „Zdalne nauczanie a adaptacja do warunków społecznych w czasie epidemii koronawirusa”. Warszawa 2020</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Badanie „Zdalne nauczanie a adaptacja do warunków społecznych w czasie epidemii koronawirusa” to badanie ilościowe z komponentem jakościowym. Realizowane było online łącznie w 34 szkołach podstawowych i ponadpodstawowych z całej Polski od... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43430675" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Badanie „Zdalne nauczanie a adaptacja do warunków społecznych w czasie epidemii koronawirusa” to badanie ilościowe z komponentem jakościowym. Realizowane było online łącznie w 34 szkołach<br />podstawowych i ponadpodstawowych z całej Polski od 12 maja do 12 czerwca 2020 roku metodą sondażu diagnostycznego w trzech grupach<br />funkcjonujących w społeczności szkolnej.<br />W każdej szkole badani byli:<br />• Uczniowie klas 6–8 szkół podstawowych oraz uczniowie<br />szkół ponadpodstawowych (liceów, techników, liceów<br />zawodowych); (N=1248)<br />• Rodzice badanych uczniów - przy czym kwestionariusz<br />badania wypełniał tylko jeden rodzic/opiekun<br />w gospodarstwie domowym; (N=979)<br />• Nauczyciele wszystkich przedmiotów prowadzący<br />zajęcia w klasach badanych uczniów. (N=671)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43430675" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="770906350fea846ec6729fbdf022ac73" rel="nofollow" data-download="{"attachment_id":63733912,"asset_id":43430675,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63733912/download_file?st=MTczMjUyMzU3Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1142597" href="https://amu.academia.edu/JacekPyzalski">Jacek Pyzalski</a><script data-card-contents-for-user="1142597" type="text/json">{"id":1142597,"first_name":"Jacek","last_name":"Pyzalski","domain_name":"amu","page_name":"JacekPyzalski","display_name":"Jacek Pyzalski","profile_url":"https://amu.academia.edu/JacekPyzalski?f_ri=33784","photo":"https://0.academia-photos.com/1142597/402045/93460597/s65_jacek.pyzalski.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-43430675">+2</span><div class="hidden js-additional-users-43430675"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://agh.academia.edu/GregPtaszek">Grzegorz Ptaszek</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/MagdaBigaj">Magdalena Bigaj</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-43430675'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-43430675').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43430675 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43430675"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43430675; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43430675]").text(description); $(".js-view-count-work_43430675").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43430675").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43430675"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1695" href="https://www.academia.edu/Documents/in/Distance_Education">Distance Education</a>, <script data-card-contents-for-ri="1695" type="text/json">{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4763" href="https://www.academia.edu/Documents/in/Online_Instruction">Online Instruction</a>, <script data-card-contents-for-ri="4763" type="text/json">{"id":4763,"name":"Online Instruction","url":"https://www.academia.edu/Documents/in/Online_Instruction?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a><script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43430675]'), work: {"id":43430675,"title":"Ptaszek, G., Bigaj, M., Dębski, M., Pyżalski, J. \u0026 Stunża, G. D. (2020). Zdalna edukacja - gdzie byliśmy, dokąd idziemy? Wstępne wyniki badania naukowego „Zdalne nauczanie a adaptacja do warunków społecznych w czasie epidemii koronawirusa”. Warszawa 2020","created_at":"2020-06-24T22:30:21.749-07:00","url":"https://www.academia.edu/43430675/Ptaszek_G_Bigaj_M_D%C4%99bski_M_Py%C5%BCalski_J_and_Stun%C5%BCa_G_D_2020_Zdalna_edukacja_gdzie_byli%C5%9Bmy_dok%C4%85d_idziemy_Wst%C4%99pne_wyniki_badania_naukowego_Zdalne_nauczanie_a_adaptacja_do_warunk%C3%B3w_spo%C5%82ecznych_w_czasie_epidemii_koronawirusa_Warszawa_2020?f_ri=33784","dom_id":"work_43430675","summary":"Badanie „Zdalne nauczanie a adaptacja do warunków społecznych w czasie epidemii koronawirusa” to badanie ilościowe z komponentem jakościowym. Realizowane było online łącznie w 34 szkołach\npodstawowych i ponadpodstawowych z całej Polski od 12 maja do 12 czerwca 2020 roku metodą sondażu diagnostycznego w trzech grupach\nfunkcjonujących w społeczności szkolnej.\nW każdej szkole badani byli:\n• Uczniowie klas 6–8 szkół podstawowych oraz uczniowie\nszkół ponadpodstawowych (liceów, techników, liceów\nzawodowych); (N=1248)\n• Rodzice badanych uczniów - przy czym kwestionariusz\nbadania wypełniał tylko jeden rodzic/opiekun\nw gospodarstwie domowym; (N=979)\n• Nauczyciele wszystkich przedmiotów prowadzący\nzajęcia w klasach badanych uczniów. 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Д. Стойчева Електронното поргфалио е резултат от проект на катедра Методика на... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18136574" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Разглеждат се възможностите на различни технологии за поддържане на електронно портфолио на студенти от педагогическите специалности.<br />под редакцията на приф. Д. Стойчева<br />Електронното поргфалио е резултат от проект на катедра Методика на чуждоезиковото обучение, Факултет по класически и нови филологии, Софийски университет „Св. Климент Охридски“, финансиран от Софийския университет по Договор за научни изследвания 170/08.05.2013 г.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18136574" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f30059873791c9fb78ae0ad930225a6e" rel="nofollow" data-download="{"attachment_id":39894283,"asset_id":18136574,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39894283/download_file?st=MTczMjUyMzU3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="483612" href="https://uni-sofia.academia.edu/AnellyKremenska">Anelly I Kremenska</a><script data-card-contents-for-user="483612" type="text/json">{"id":483612,"first_name":"Anelly","last_name":"Kremenska","domain_name":"uni-sofia","page_name":"AnellyKremenska","display_name":"Anelly I Kremenska","profile_url":"https://uni-sofia.academia.edu/AnellyKremenska?f_ri=33784","photo":"https://0.academia-photos.com/483612/163861/11729398/s65_anelly.kremenska.png"}</script></span></span></li><li class="js-paper-rank-work_18136574 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="18136574"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 18136574, container: ".js-paper-rank-work_18136574", }); 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Климент Охридски“, финансиран от Софийския университет по Договор за научни изследвания 170/08.05.2013 г.","downloadable_attachments":[{"id":39894283,"asset_id":18136574,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":483612,"first_name":"Anelly","last_name":"Kremenska","domain_name":"uni-sofia","page_name":"AnellyKremenska","display_name":"Anelly I Kremenska","profile_url":"https://uni-sofia.academia.edu/AnellyKremenska?f_ri=33784","photo":"https://0.academia-photos.com/483612/163861/11729398/s65_anelly.kremenska.png"}],"research_interests":[{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=33784","nofollow":false},{"id":11584,"name":"ICT for Development","url":"https://www.academia.edu/Documents/in/ICT_for_Development?f_ri=33784","nofollow":false},{"id":12932,"name":"Teaching Methodology","url":"https://www.academia.edu/Documents/in/Teaching_Methodology?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784"},{"id":202887,"name":"ICT in teaching and learning English language","url":"https://www.academia.edu/Documents/in/ICT_in_teaching_and_learning_English_language?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34769534" data-work_id="34769534" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34769534/The_development_of_digital_competence_in_first_year_pre_service_teachers">The development of digital competence in first year pre-service teachers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">PhD thesis</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34769534" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="111b32854f63b83c68639be460297af4" rel="nofollow" data-download="{"attachment_id":54628359,"asset_id":34769534,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54628359/download_file?st=MTczMjUyMzU3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="277060" href="https://wits.academia.edu/ClaudetteMuller">Claudette Muller</a><script data-card-contents-for-user="277060" type="text/json">{"id":277060,"first_name":"Claudette","last_name":"Muller","domain_name":"wits","page_name":"ClaudetteMuller","display_name":"Claudette Muller","profile_url":"https://wits.academia.edu/ClaudetteMuller?f_ri=33784","photo":"https://0.academia-photos.com/277060/67973/203908/s65_claudette.muller.jpg"}</script></span></span></li><li class="js-paper-rank-work_34769534 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34769534"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34769534, container: ".js-paper-rank-work_34769534", }); 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$(".js-view-count[data-work-id=34769534]").text(description); $(".js-view-count-work_34769534").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34769534").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34769534"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3148" href="https://www.academia.edu/Documents/in/Actor_Network_Theory">Actor Network Theory</a>, <script data-card-contents-for-ri="3148" type="text/json">{"id":3148,"name":"Actor Network Theory","url":"https://www.academia.edu/Documents/in/Actor_Network_Theory?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a>, <script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="82717" href="https://www.academia.edu/Documents/in/Pre-service_teachers">Pre-service teachers</a>, <script data-card-contents-for-ri="82717" type="text/json">{"id":82717,"name":"Pre-service teachers","url":"https://www.academia.edu/Documents/in/Pre-service_teachers?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="106182" href="https://www.academia.edu/Documents/in/Pre_Service_Teacher_Education">Pre Service Teacher Education</a><script data-card-contents-for-ri="106182" type="text/json">{"id":106182,"name":"Pre Service Teacher Education","url":"https://www.academia.edu/Documents/in/Pre_Service_Teacher_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34769534]'), work: {"id":34769534,"title":"The development of digital competence in first year pre-service teachers","created_at":"2017-10-05T00:52:33.181-07:00","url":"https://www.academia.edu/34769534/The_development_of_digital_competence_in_first_year_pre_service_teachers?f_ri=33784","dom_id":"work_34769534","summary":"PhD thesis","downloadable_attachments":[{"id":54628359,"asset_id":34769534,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":277060,"first_name":"Claudette","last_name":"Muller","domain_name":"wits","page_name":"ClaudetteMuller","display_name":"Claudette Muller","profile_url":"https://wits.academia.edu/ClaudetteMuller?f_ri=33784","photo":"https://0.academia-photos.com/277060/67973/203908/s65_claudette.muller.jpg"}],"research_interests":[{"id":3148,"name":"Actor Network Theory","url":"https://www.academia.edu/Documents/in/Actor_Network_Theory?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":82717,"name":"Pre-service teachers","url":"https://www.academia.edu/Documents/in/Pre-service_teachers?f_ri=33784","nofollow":false},{"id":106182,"name":"Pre Service Teacher Education","url":"https://www.academia.edu/Documents/in/Pre_Service_Teacher_Education?f_ri=33784","nofollow":false},{"id":364253,"name":"Digital competence","url":"https://www.academia.edu/Documents/in/Digital_competence?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41492519" data-work_id="41492519" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41492519/Teachers_and_students_perspectives_on_the_use_of_ICT_in_TEFL">Teachers and students' perspectives on the use of ICT in TEFL</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The impact of Information and Communication Technologies (ICT) English Language Teaching (ELT) is undeniable. This paper addresses BA students' and teachers' perspectives of the use of ICT in their daily academic life. Using an on-line... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41492519" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The impact of Information and Communication Technologies (ICT) English Language Teaching (ELT) is undeniable. This paper addresses BA students' and teachers' perspectives of the use of ICT in their daily academic life. Using an on-line survey, a questionnaire and document analysis as data collection instruments, it was found that even though both teachers and students are keen on ICT use to improve language learning, there are still some constraints that impede full integration into ELT. These include insufficient computers, andwidth, reliable wireless connectivity and lack of more focused training.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41492519" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="df395962776f8991344f4a95d8af48dc" rel="nofollow" data-download="{"attachment_id":61663277,"asset_id":41492519,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61663277/download_file?st=MTczMjUyMzU3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="59581543" href="https://uv-mx.academia.edu/OscarNarvaez">Oscar Narvaez</a><script data-card-contents-for-user="59581543" type="text/json">{"id":59581543,"first_name":"Oscar","last_name":"Narvaez","domain_name":"uv-mx","page_name":"OscarNarvaez","display_name":"Oscar Narvaez","profile_url":"https://uv-mx.academia.edu/OscarNarvaez?f_ri=33784","photo":"https://0.academia-photos.com/59581543/20302725/31923336/s65_oscar.narvaez.jpg"}</script></span></span></li><li class="js-paper-rank-work_41492519 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41492519"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41492519, container: ".js-paper-rank-work_41492519", }); });</script></li><li class="js-percentile-work_41492519 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41492519; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41492519"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41492519 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41492519"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41492519; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41492519]").text(description); $(".js-view-count-work_41492519").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41492519").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41492519"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a>, <script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="202887" href="https://www.academia.edu/Documents/in/ICT_in_teaching_and_learning_English_language">ICT in teaching and learning English language</a><script data-card-contents-for-ri="202887" type="text/json">{"id":202887,"name":"ICT in teaching and learning English language","url":"https://www.academia.edu/Documents/in/ICT_in_teaching_and_learning_English_language?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41492519]'), work: {"id":41492519,"title":"Teachers and students' perspectives on the use of ICT in TEFL","created_at":"2020-01-02T10:19:30.207-08:00","url":"https://www.academia.edu/41492519/Teachers_and_students_perspectives_on_the_use_of_ICT_in_TEFL?f_ri=33784","dom_id":"work_41492519","summary":"The impact of Information and Communication Technologies (ICT) English Language Teaching (ELT) is undeniable. This paper addresses BA students' and teachers' perspectives of the use of ICT in their daily academic life. Using an on-line survey, a questionnaire and document analysis as data collection instruments, it was found that even though both teachers and students are keen on ICT use to improve language learning, there are still some constraints that impede full integration into ELT. These include insufficient computers, andwidth, reliable wireless connectivity and lack of more focused training.","downloadable_attachments":[{"id":61663277,"asset_id":41492519,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":59581543,"first_name":"Oscar","last_name":"Narvaez","domain_name":"uv-mx","page_name":"OscarNarvaez","display_name":"Oscar Narvaez","profile_url":"https://uv-mx.academia.edu/OscarNarvaez?f_ri=33784","photo":"https://0.academia-photos.com/59581543/20302725/31923336/s65_oscar.narvaez.jpg"}],"research_interests":[{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":202887,"name":"ICT in teaching and learning English language","url":"https://www.academia.edu/Documents/in/ICT_in_teaching_and_learning_English_language?f_ri=33784","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_179453" data-work_id="179453" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/179453/Exploring_the_link_between_teachers_educational_belief_profiles_and_different_types_of_computer_use_in_the_classroom">Exploring the link between teachers' educational belief profiles and different types of computer use in the classroom</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of the study reported in this article was to analyse the relationship between teachers’ educational beliefs and typical approaches to computer use in the classroom. In this context, the question arises whether particular... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_179453" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of the study reported in this article was to analyse the relationship between teachers’ educational beliefs and typical approaches to computer use in the classroom. In this context, the question arises whether particular profiles of teachers can be distinguished based on their beliefs about good education. A survey of 574 elementary school teachers was conducted that focused both on teachers’ traditional or constructivist beliefs about education and on different types of computer use: “computers as an information tool”, “computers as a learning tool” and “basic computer skills”. Cluster analysis resulted in four distinct teacher profiles, reflecting relatively homogeneous scale scores, based on varying levels of traditional and constructivist beliefs teachers hold about education. Overall results indicate that teachers with relatively strong constructivist beliefs who also have strong traditional beliefs report a higher frequency of computer use. In addition, results point to a specific relationship between teachers’ beliefs profiles and how computers are used in the classroom. Implications for the role of educational beliefs in supporting teachers to integrate ICT in the classroom are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/179453" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e1aa0719efdc551d205355de148a1d73" rel="nofollow" data-download="{"attachment_id":131450,"asset_id":179453,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/131450/download_file?st=MTczMjUyMzU3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41224" href="https://vub.academia.edu/JoTondeur">Jo Tondeur</a><script data-card-contents-for-user="41224" type="text/json">{"id":41224,"first_name":"Jo","last_name":"Tondeur","domain_name":"vub","page_name":"JoTondeur","display_name":"Jo Tondeur","profile_url":"https://vub.academia.edu/JoTondeur?f_ri=33784","photo":"https://0.academia-photos.com/41224/13488/1670574/s65_jo.tondeur.png"}</script></span></span></li><li class="js-paper-rank-work_179453 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="179453"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 179453, container: ".js-paper-rank-work_179453", }); 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In this context, the question arises whether particular profiles of teachers can be distinguished based on their beliefs about good education. A survey of 574 elementary school teachers was conducted that focused both on teachers’ traditional or constructivist beliefs about education and on different types of computer use: “computers as an information tool”, “computers as a learning tool” and “basic computer skills”. Cluster analysis resulted in four distinct teacher profiles, reflecting relatively homogeneous scale scores, based on varying levels of traditional and constructivist beliefs teachers hold about education. Overall results indicate that teachers with relatively strong constructivist beliefs who also have strong traditional beliefs report a higher frequency of computer use. In addition, results point to a specific relationship between teachers’ beliefs profiles and how computers are used in the classroom. Implications for the role of educational beliefs in supporting teachers to integrate ICT in the classroom are discussed.","downloadable_attachments":[{"id":131450,"asset_id":179453,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":41224,"first_name":"Jo","last_name":"Tondeur","domain_name":"vub","page_name":"JoTondeur","display_name":"Jo Tondeur","profile_url":"https://vub.academia.edu/JoTondeur?f_ri=33784","photo":"https://0.academia-photos.com/41224/13488/1670574/s65_jo.tondeur.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=33784","nofollow":false},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=33784","nofollow":false},{"id":491,"name":"Information 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u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2402090/Real_Social_Science_Applied_Phronesis">Real Social Science: Applied Phronesis</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Back cover text: Real Social Science presents a new, hands-on approach to social inquiry. The theoretical and methodological ideas behind the book, inspired by Aristotelian phronesis, represent an original perspective within the social... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2402090" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Back cover text: Real Social Science presents a new, hands-on approach to social inquiry. The theoretical and methodological ideas behind the book, inspired by Aristotelian phronesis, represent an original perspective within the social sciences, and this volume gives readers for the first time a set of studies exemplifying what applied phronesis looks like in practice. The reflexive analysis of values and power gives new meaning to the impact of research on policy and practice. Real Social Science is a major step forward in a novel and thriving field of research. This book will benefit scholars, researchers, and students who want to make a difference in practice, not just in the academy. Its message will make it essential reading for students and academics across the social sciences.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2402090" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="34f63da0c36567bd7458e5d3eb831b1f" rel="nofollow" data-download="{"attachment_id":31039794,"asset_id":2402090,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31039794/download_file?st=MTczMjUyMzU3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="81790" href="https://oxford.academia.edu/BentFlyvbjerg">Bent Flyvbjerg</a><script data-card-contents-for-user="81790" type="text/json">{"id":81790,"first_name":"Bent","last_name":"Flyvbjerg","domain_name":"oxford","page_name":"BentFlyvbjerg","display_name":"Bent Flyvbjerg","profile_url":"https://oxford.academia.edu/BentFlyvbjerg?f_ri=33784","photo":"https://0.academia-photos.com/81790/22737/1557553/s65_bent.flyvbjerg.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-2402090">+1</span><div class="hidden js-additional-users-2402090"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://hunter-cuny.academia.edu/SanfordSchram">Sanford Schram</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-2402090'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-2402090').html(); 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class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The paper explores the possibility of enhancing the competencies and skills , by a systemetic incorporation of Multiple Intelligences in the Classrooms, reinforced through the MI laboratory.The research based article throws light on how... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43020103" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The paper explores the possibility of enhancing the competencies and skills , by a systemetic incorporation of Multiple Intelligences in the Classrooms, reinforced through the MI laboratory.The research based article throws light on how the teachers teaching primary classes were able to reflect upon their styles of teaching.The skewness towards a particular intelligence, truly reflected the outcome in terms of increased engagement and interest shown by 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Intelligences","created_at":"2020-05-12T04:45:43.753-07:00","url":"https://www.academia.edu/43020103/Engaging_Minds_with_Multiple_Intelligences?f_ri=33784","dom_id":"work_43020103","summary":"The paper explores the possibility of enhancing the competencies and skills , by a systemetic incorporation of Multiple Intelligences in the Classrooms, reinforced through the MI laboratory.The research based article throws light on how the teachers teaching primary classes were able to reflect upon their styles of teaching.The skewness towards a particular intelligence, truly reflected the outcome in terms of increased engagement and interest shown by students.It is not how we teach them, but how they wish to learn, that makes the difference.","downloadable_attachments":[{"id":63283626,"asset_id":43020103,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":15279522,"first_name":"arti","last_name":"chopra","domain_name":"independent","page_name":"artichopra","display_name":"arti chopra","profile_url":"https://independent.academia.edu/artichopra?f_ri=33784","photo":"https://0.academia-photos.com/15279522/10062434/11225553/s65_arti.chopra.jpg"}],"research_interests":[{"id":14924,"name":"Holistic Education","url":"https://www.academia.edu/Documents/in/Holistic_Education?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":348182,"name":"Competencies","url":"https://www.academia.edu/Documents/in/Competencies?f_ri=33784","nofollow":false},{"id":873565,"name":"Academic Excellence","url":"https://www.academia.edu/Documents/in/Academic_Excellence?f_ri=33784","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39547527" data-work_id="39547527" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39547527/Twenty_first_century_challenges_and_adaptation_for_higher_educational_institutes">Twenty-first century challenges and adaptation for higher educational institutes</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper examines adaptation process and position of current higher educational institutions initiatives for quality assessment and competition for twenty first century challenges. Key objective of this study is to examine twenty... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39547527" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper examines adaptation process and position of current higher educational institutions initiatives for quality assessment and competition for twenty first century challenges. Key objective of this study is to examine twenty identified variables which mostly observe recent rapid changes of technology in the educational sectors especially for higher educational system in globally. Statistically representative sample as for thirty-six public and seventy-six private universities official website were randomly selected for analysis. Descriptive statistics were used to produce cross tabulation and graphical presentations and multivariate model was employed to observe significance relationship between dependent variable as Level of Educational Facilities and independent variables. Primarily, it shows that few universities were taken initiative in some sectors to adapt present and future challenges but all variables were statistically indicated insignificant. Thus, this study suggests that University Grant Commission (UGC) should conduct depth research by comparing with international educational framework and quality measurement policies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39547527" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f83f1056bc64d73782c3a130d438a044" rel="nofollow" data-download="{"attachment_id":59698945,"asset_id":39547527,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59698945/download_file?st=MTczMjUyMzU3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="21250811" href="https://scu-au.academia.edu/KaziMannan">Dr Kazi Abdul Mannan</a><script data-card-contents-for-user="21250811" type="text/json">{"id":21250811,"first_name":"Dr Kazi Abdul","last_name":"Mannan","domain_name":"scu-au","page_name":"KaziMannan","display_name":"Dr Kazi Abdul Mannan","profile_url":"https://scu-au.academia.edu/KaziMannan?f_ri=33784","photo":"https://0.academia-photos.com/21250811/6127372/125591919/s65_dr_kazi_abdul.mannan.png"}</script></span></span></li><li class="js-paper-rank-work_39547527 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39547527"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39547527, container: ".js-paper-rank-work_39547527", }); });</script></li><li class="js-percentile-work_39547527 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39547527; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_39547527"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_39547527 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39547527"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39547527; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39547527]").text(description); $(".js-view-count-work_39547527").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39547527").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39547527"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a>, <script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a><script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39547527]'), work: {"id":39547527,"title":"Twenty-first century challenges and adaptation for higher educational institutes","created_at":"2019-06-13T04:04:28.346-07:00","url":"https://www.academia.edu/39547527/Twenty_first_century_challenges_and_adaptation_for_higher_educational_institutes?f_ri=33784","dom_id":"work_39547527","summary":"This paper examines adaptation process and position of current higher educational institutions initiatives for quality assessment and competition for twenty first century challenges. Key objective of this study is to examine twenty identified variables which mostly observe recent rapid changes of technology in the educational sectors especially for higher educational system in globally. Statistically representative sample as for thirty-six public and seventy-six private universities official website were randomly selected for analysis. Descriptive statistics were used to produce cross tabulation and graphical presentations and multivariate model was employed to observe significance relationship between dependent variable as Level of Educational Facilities and independent variables. Primarily, it shows that few universities were taken initiative in some sectors to adapt present and future challenges but all variables were statistically indicated insignificant. Thus, this study suggests that University Grant Commission (UGC) should conduct depth research by comparing with international educational framework and quality measurement policies. ","downloadable_attachments":[{"id":59698945,"asset_id":39547527,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":21250811,"first_name":"Dr Kazi Abdul","last_name":"Mannan","domain_name":"scu-au","page_name":"KaziMannan","display_name":"Dr Kazi Abdul Mannan","profile_url":"https://scu-au.academia.edu/KaziMannan?f_ri=33784","photo":"https://0.academia-photos.com/21250811/6127372/125591919/s65_dr_kazi_abdul.mannan.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33784","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=33784","nofollow":false},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":10281,"name":"Assessment in Higher Education","url":"https://www.academia.edu/Documents/in/Assessment_in_Higher_Education?f_ri=33784"},{"id":16997,"name":"Globalization And Higher Education","url":"https://www.academia.edu/Documents/in/Globalization_And_Higher_Education?f_ri=33784"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=33784"},{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education?f_ri=33784"},{"id":18895,"name":"Bangladesh","url":"https://www.academia.edu/Documents/in/Bangladesh?f_ri=33784"},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784"},{"id":159196,"name":"University ranking","url":"https://www.academia.edu/Documents/in/University_ranking?f_ri=33784"},{"id":202887,"name":"ICT in teaching and learning English language","url":"https://www.academia.edu/Documents/in/ICT_in_teaching_and_learning_English_language?f_ri=33784"},{"id":295400,"name":"Web content strategy","url":"https://www.academia.edu/Documents/in/Web_content_strategy?f_ri=33784"},{"id":581179,"name":"ICT Industry in Bangladesh","url":"https://www.academia.edu/Documents/in/ICT_Industry_in_Bangladesh?f_ri=33784"},{"id":817515,"name":"University of Dhaka","url":"https://www.academia.edu/Documents/in/University_of_Dhaka?f_ri=33784"},{"id":1019258,"name":"Information \u0026 Communication Technologies In Education ICT\u0026E","url":"https://www.academia.edu/Documents/in/Information_and_Communication_Technologies_In_Education_ICT_and_E?f_ri=33784"},{"id":1179493,"name":"MDGs, SDGs, NGOs","url":"https://www.academia.edu/Documents/in/MDGs_SDGs_NGOs?f_ri=33784"},{"id":2536175,"name":"Millenium Development Goals (MDG), Sustainable Development Goals (SDG) Objetivos de Desarrollo del Milenio (ODM) Objetivos de Desarrollo Sostenible (ODS) Asociaciones Público Privadas de Desarrollo (APPD)","url":"https://www.academia.edu/Documents/in/Millenium_Development_Goals_MDG_Sustainable_Development_Goals_SDG_Objetivos_de_Desarrollo_del_M?f_ri=33784"},{"id":2768789,"name":"students of dhaka university","url":"https://www.academia.edu/Documents/in/students_of_dhaka_university?f_ri=33784"},{"id":2941856,"name":"UN Sustainable Development Goals(SDGs)","url":"https://www.academia.edu/Documents/in/UN_Sustainable_Development_Goals_SDGs_?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10309309" data-work_id="10309309" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10309309/Digital_Divide">Digital Divide</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Learning Material for ICT</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10309309" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="adf6b7e6968d50ff70db3edf8dbfe2b2" rel="nofollow" data-download="{"attachment_id":36382485,"asset_id":10309309,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36382485/download_file?st=MTczMjUyMzU3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="21844658" href="https://pup.academia.edu/RacidonBernarte">Racidon Bernarte</a><script data-card-contents-for-user="21844658" type="text/json">{"id":21844658,"first_name":"Racidon","last_name":"Bernarte","domain_name":"pup","page_name":"RacidonBernarte","display_name":"Racidon Bernarte","profile_url":"https://pup.academia.edu/RacidonBernarte?f_ri=33784","photo":"https://0.academia-photos.com/21844658/5995175/6803286/s65_racidon.bernarte.jpg"}</script></span></span></li><li class="js-paper-rank-work_10309309 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10309309"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10309309, container: ".js-paper-rank-work_10309309", }); });</script></li><li class="js-percentile-work_10309309 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10309309; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_10309309"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_10309309 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="10309309"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10309309; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10309309]").text(description); $(".js-view-count-work_10309309").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10309309").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10309309"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="861" href="https://www.academia.edu/Documents/in/Digital_Divide">Digital Divide</a>, <script data-card-contents-for-ri="861" type="text/json">{"id":861,"name":"Digital Divide","url":"https://www.academia.edu/Documents/in/Digital_Divide?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="11584" href="https://www.academia.edu/Documents/in/ICT_for_Development">ICT for Development</a>, <script data-card-contents-for-ri="11584" type="text/json">{"id":11584,"name":"ICT for Development","url":"https://www.academia.edu/Documents/in/ICT_for_Development?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33784" href="https://www.academia.edu/Documents/in/ICT_in_Teachers_Education">ICT in Teachers Education</a><script data-card-contents-for-ri="33784" type="text/json">{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10309309]'), work: {"id":10309309,"title":"Digital Divide","created_at":"2015-01-24T04:10:16.007-08:00","url":"https://www.academia.edu/10309309/Digital_Divide?f_ri=33784","dom_id":"work_10309309","summary":"Learning Material for ICT","downloadable_attachments":[{"id":36382485,"asset_id":10309309,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":21844658,"first_name":"Racidon","last_name":"Bernarte","domain_name":"pup","page_name":"RacidonBernarte","display_name":"Racidon Bernarte","profile_url":"https://pup.academia.edu/RacidonBernarte?f_ri=33784","photo":"https://0.academia-photos.com/21844658/5995175/6803286/s65_racidon.bernarte.jpg"}],"research_interests":[{"id":861,"name":"Digital Divide","url":"https://www.academia.edu/Documents/in/Digital_Divide?f_ri=33784","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=33784","nofollow":false},{"id":11584,"name":"ICT for Development","url":"https://www.academia.edu/Documents/in/ICT_for_Development?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784","nofollow":false},{"id":97424,"name":"Bridging Digital Divide","url":"https://www.academia.edu/Documents/in/Bridging_Digital_Divide?f_ri=33784"},{"id":109520,"name":"Technological Advancements and Its Impact on Humanity","url":"https://www.academia.edu/Documents/in/Technological_Advancements_and_Its_Impact_on_Humanity?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40020225" data-work_id="40020225" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40020225/Skills_in_the_area_of_digital_safety_as_a_key_component_of_digital_literacy_among_teachers">Skills in the area of digital safety as a key component of digital literacy among teachers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The goal of the research was to assess the level of Digital Literacy (DL) among teachers. The study was diagnostic in order to show DL in six selected key areas: the ergonomics of using ICT, assessing the credibility of information,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40020225" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The goal of the research was to assess the level of Digital Literacy (DL) among teachers. The study was diagnostic in order to show DL in six selected key areas: the ergonomics of using ICT, assessing the credibility of information, secure online communication, maintaining anonymity in the digital world, safe logging-in, and intellectual property. DL was measured using a knowledge and competence test. The study was conducted in Poland in 2017/2018 among 701 primary school teachers (primary being the second stage of education). Based on the data collected, we have noticed the following: DL is a heterogeneous concept; the respondents possess the lowest level of knowledge in the area of intellectual property law and know the most about ergonomics; gender does not determine the level of knowledge and competencies in the group. Furthermore, the Dunning-Kruger effect is noticeable among the teachers, in the context of evaluation of DL related to digital safety. We also need to emphasise that for teachers, DL is one of the key protective factors in digital safety, viewed holistically, in schools. Thus, diagnosing and facilitating the development of DL has become one of the key challenges faced by schools today.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40020225" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="499e420fa9d204a676d2debab3979f23" rel="nofollow" data-download="{"attachment_id":60215311,"asset_id":40020225,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60215311/download_file?st=MTczMjUyMzU3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3162212" href="https://jagiellonian.academia.edu/%C5%81ukaszTomczyk">Łukasz Tomczyk</a><script data-card-contents-for-user="3162212" type="text/json">{"id":3162212,"first_name":"Łukasz","last_name":"Tomczyk","domain_name":"jagiellonian","page_name":"ŁukaszTomczyk","display_name":"Łukasz Tomczyk","profile_url":"https://jagiellonian.academia.edu/%C5%81ukaszTomczyk?f_ri=33784","photo":"https://0.academia-photos.com/3162212/1039670/20612405/s65__ukasz.tomczyk.jpg"}</script></span></span></li><li class="js-paper-rank-work_40020225 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40020225"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40020225, container: ".js-paper-rank-work_40020225", }); });</script></li><li class="js-percentile-work_40020225 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40020225; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_40020225"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_40020225 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="40020225"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40020225; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40020225]").text(description); $(".js-view-count-work_40020225").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40020225").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40020225"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="491" href="https://www.academia.edu/Documents/in/Information_Technology">Information Technology</a>, <script data-card-contents-for-ri="491" type="text/json">{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="933" href="https://www.academia.edu/Documents/in/New_Media">New Media</a>, <script data-card-contents-for-ri="933" type="text/json">{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2099" href="https://www.academia.edu/Documents/in/Information_Society">Information Society</a>, <script data-card-contents-for-ri="2099" type="text/json">{"id":2099,"name":"Information Society","url":"https://www.academia.edu/Documents/in/Information_Society?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2246" href="https://www.academia.edu/Documents/in/Digital_Literacy">Digital Literacy</a><script data-card-contents-for-ri="2246" type="text/json">{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40020225]'), work: {"id":40020225,"title":"Skills in the area of digital safety as a key component of digital literacy among teachers","created_at":"2019-08-06T02:52:43.196-07:00","url":"https://www.academia.edu/40020225/Skills_in_the_area_of_digital_safety_as_a_key_component_of_digital_literacy_among_teachers?f_ri=33784","dom_id":"work_40020225","summary":"The goal of the research was to assess the level of Digital Literacy (DL) among teachers. The study was diagnostic in order to show DL in six selected key areas: the ergonomics of using ICT, assessing the credibility of information, secure online communication, maintaining anonymity in the digital world, safe logging-in, and intellectual property. DL was measured using a knowledge and competence test. The study was conducted in Poland in 2017/2018 among 701 primary school teachers (primary being the second stage of education). Based on the data collected, we have noticed the following: DL is a heterogeneous concept; the respondents possess the lowest level of knowledge in the area of intellectual property law and know the most about ergonomics; gender does not determine the level of knowledge and competencies in the group. Furthermore, the Dunning-Kruger effect is noticeable among the teachers, in the context of evaluation of DL related to digital safety. We also need to emphasise that for teachers, DL is one of the key protective factors in digital safety, viewed holistically, in schools. Thus, diagnosing and facilitating the development of DL has become one of the key challenges faced by schools today.","downloadable_attachments":[{"id":60215311,"asset_id":40020225,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3162212,"first_name":"Łukasz","last_name":"Tomczyk","domain_name":"jagiellonian","page_name":"ŁukaszTomczyk","display_name":"Łukasz Tomczyk","profile_url":"https://jagiellonian.academia.edu/%C5%81ukaszTomczyk?f_ri=33784","photo":"https://0.academia-photos.com/3162212/1039670/20612405/s65__ukasz.tomczyk.jpg"}],"research_interests":[{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=33784","nofollow":false},{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media?f_ri=33784","nofollow":false},{"id":2099,"name":"Information Society","url":"https://www.academia.edu/Documents/in/Information_Society?f_ri=33784","nofollow":false},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy?f_ri=33784","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=33784"},{"id":6423,"name":"Media Education","url":"https://www.academia.edu/Documents/in/Media_Education?f_ri=33784"},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784"},{"id":14320,"name":"Digital Media And New Literacies","url":"https://www.academia.edu/Documents/in/Digital_Media_And_New_Literacies?f_ri=33784"},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=33784"},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784"},{"id":49161,"name":"Safety","url":"https://www.academia.edu/Documents/in/Safety?f_ri=33784"},{"id":69431,"name":"Media pedagogy","url":"https://www.academia.edu/Documents/in/Media_pedagogy?f_ri=33784"},{"id":110379,"name":"Learning and Information Society","url":"https://www.academia.edu/Documents/in/Learning_and_Information_Society?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5454743" data-work_id="5454743" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5454743/Technological_and_pedagogical_uses_of_ICT_A_case_study_in_Vietnam">Technological and pedagogical uses of ICT: A case study in Vietnam</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The past three decades have seen the widespread use of information and communications technology (ICT) in different aspects of society and especially in educational systems in both developed and developing countries. This presentation... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5454743" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The past three decades have seen the widespread use of information and communications technology (ICT) in different aspects of society and especially in educational systems in both developed and developing countries. This presentation reports part of a larger study with a focus on technological and pedagogical uses of ICT in foreign language teaching in a case study university in Vietnam. The results of our mixed methods study reveal an imbalance between technological and pedagogical uses of ICT. It seemed that teachers focused more on technology elevation than on pedagogy progression. According to the Lin et al.’s (2012) pedagogy * technology model which is used as the theoretical framework for this part of our study, most teachers were at level 3 (utilising internet applications) and level 4 (creating multimedia teaching materials) in the technological dimension. Pedagogically, most teachers used ICT to supplement their existing teaching styles, which were mainly teacher-centred and direct teaching (level A). Fewer teachers demonstrated student-centred uses of ICT such as cognitively active learning (level B), constructive learning (level C) and social learning (level D). Consequently, not much innovative change was made in terms of pedagogical practices of ICT. The study points to the need to move towards innovative student-centred ways of using ICT to facilitate students’ collaborative, constructive and social learning through teacher-specific and pedagogy-before-technology ICT training focus.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5454743" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e68144686aa79035cbe968ae864d93c7" rel="nofollow" data-download="{"attachment_id":32575653,"asset_id":5454743,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32575653/download_file?st=MTczMjUyMzU3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="154574" href="https://tua-au.academia.edu/ThuDangorXuanThuDangorThuXuanDang">Thu Dang (or Xuan Thu Dang or Thu Xuan Dang)</a><script data-card-contents-for-user="154574" type="text/json">{"id":154574,"first_name":"Thu","last_name":"Dang (or Xuan Thu Dang or Thu Xuan Dang)","domain_name":"tua-au","page_name":"ThuDangorXuanThuDangorThuXuanDang","display_name":"Thu Dang (or Xuan Thu Dang or Thu Xuan Dang)","profile_url":"https://tua-au.academia.edu/ThuDangorXuanThuDangorThuXuanDang?f_ri=33784","photo":"https://0.academia-photos.com/154574/40242/152026140/s65_xuan_thu.dang_or_thu_dang_or_thu_xuan_dang_.jpg"}</script></span></span></li><li class="js-paper-rank-work_5454743 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5454743"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5454743, container: ".js-paper-rank-work_5454743", }); });</script></li><li class="js-percentile-work_5454743 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5454743; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_5454743"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_5454743 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="5454743"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5454743; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5454743]").text(description); $(".js-view-count-work_5454743").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_5454743").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="5454743"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="16655" href="https://www.academia.edu/Documents/in/Vietnam">Vietnam</a>, <script data-card-contents-for-ri="16655" type="text/json">{"id":16655,"name":"Vietnam","url":"https://www.academia.edu/Documents/in/Vietnam?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17769" href="https://www.academia.edu/Documents/in/Professional_Development">Professional Development</a><script data-card-contents-for-ri="17769" type="text/json">{"id":17769,"name":"Professional Development","url":"https://www.academia.edu/Documents/in/Professional_Development?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5454743]'), work: {"id":5454743,"title":"Technological and pedagogical uses of ICT: A case study in Vietnam","created_at":"2013-12-16T23:49:43.914-08:00","url":"https://www.academia.edu/5454743/Technological_and_pedagogical_uses_of_ICT_A_case_study_in_Vietnam?f_ri=33784","dom_id":"work_5454743","summary":"The past three decades have seen the widespread use of information and communications technology (ICT) in different aspects of society and especially in educational systems in both developed and developing countries. This presentation reports part of a larger study with a focus on technological and pedagogical uses of ICT in foreign language teaching in a case study university in Vietnam. The results of our mixed methods study reveal an imbalance between technological and pedagogical uses of ICT. It seemed that teachers focused more on technology elevation than on pedagogy progression. According to the Lin et al.’s (2012) pedagogy * technology model which is used as the theoretical framework for this part of our study, most teachers were at level 3 (utilising internet applications) and level 4 (creating multimedia teaching materials) in the technological dimension. Pedagogically, most teachers used ICT to supplement their existing teaching styles, which were mainly teacher-centred and direct teaching (level A). Fewer teachers demonstrated student-centred uses of ICT such as cognitively active learning (level B), constructive learning (level C) and social learning (level D). Consequently, not much innovative change was made in terms of pedagogical practices of ICT. The study points to the need to move towards innovative student-centred ways of using ICT to facilitate students’ collaborative, constructive and social learning through teacher-specific and pedagogy-before-technology ICT training focus.","downloadable_attachments":[{"id":32575653,"asset_id":5454743,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":154574,"first_name":"Thu","last_name":"Dang (or Xuan Thu Dang or Thu Xuan Dang)","domain_name":"tua-au","page_name":"ThuDangorXuanThuDangorThuXuanDang","display_name":"Thu Dang (or Xuan Thu Dang or Thu Xuan Dang)","profile_url":"https://tua-au.academia.edu/ThuDangorXuanThuDangorThuXuanDang?f_ri=33784","photo":"https://0.academia-photos.com/154574/40242/152026140/s65_xuan_thu.dang_or_thu_dang_or_thu_xuan_dang_.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=33784","nofollow":false},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=33784","nofollow":false},{"id":16655,"name":"Vietnam","url":"https://www.academia.edu/Documents/in/Vietnam?f_ri=33784","nofollow":false},{"id":17769,"name":"Professional Development","url":"https://www.academia.edu/Documents/in/Professional_Development?f_ri=33784","nofollow":false},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=33784"},{"id":33897,"name":"Teacher Development","url":"https://www.academia.edu/Documents/in/Teacher_Development?f_ri=33784"},{"id":201923,"name":"Foreign languages","url":"https://www.academia.edu/Documents/in/Foreign_languages?f_ri=33784"},{"id":202887,"name":"ICT in teaching and learning English language","url":"https://www.academia.edu/Documents/in/ICT_in_teaching_and_learning_English_language?f_ri=33784"},{"id":1221049,"name":"Hanoi University","url":"https://www.academia.edu/Documents/in/Hanoi_University?f_ri=33784"},{"id":1221050,"name":"HANU","url":"https://www.academia.edu/Documents/in/HANU?f_ri=33784"},{"id":1221051,"name":"Xuan Thu Dang","url":"https://www.academia.edu/Documents/in/Xuan_Thu_Dang?f_ri=33784"},{"id":1221052,"name":"Dang Xuan Thu","url":"https://www.academia.edu/Documents/in/Dang_Xuan_Thu?f_ri=33784"},{"id":1221053,"name":"Thu Dang","url":"https://www.academia.edu/Documents/in/Thu_Dang?f_ri=33784"},{"id":1221054,"name":"Le Phuong Dung","url":"https://www.academia.edu/Documents/in/Le_Phuong_Dung?f_ri=33784"},{"id":1221055,"name":"Dzung Le","url":"https://www.academia.edu/Documents/in/Dzung_Le?f_ri=33784"},{"id":1221056,"name":"Phuong Dung Le","url":"https://www.academia.edu/Documents/in/Phuong_Dung_Le?f_ri=33784"},{"id":1221057,"name":"Ngo Van Giang","url":"https://www.academia.edu/Documents/in/Ngo_Van_Giang?f_ri=33784"},{"id":1221058,"name":"Giang Ngo","url":"https://www.academia.edu/Documents/in/Giang_Ngo?f_ri=33784"},{"id":1221059,"name":"Van Giang Ngo","url":"https://www.academia.edu/Documents/in/Van_Giang_Ngo?f_ri=33784"},{"id":1221060,"name":"MOET","url":"https://www.academia.edu/Documents/in/MOET-1?f_ri=33784"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_78530469" data-work_id="78530469" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/78530469/Academic_domains_as_political_battlegrounds">Academic domains as political battlegrounds</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_78530469" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/78530469" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3f4be471e7ce5c6e28fb8e082d2b0434" rel="nofollow" data-download="{"attachment_id":85546193,"asset_id":78530469,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/85546193/download_file?st=MTczMjUyMzU3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="64604" href="https://tugraz.academia.edu/MartinEbner">Martin Ebner</a><script data-card-contents-for-user="64604" type="text/json">{"id":64604,"first_name":"Martin","last_name":"Ebner","domain_name":"tugraz","page_name":"MartinEbner","display_name":"Martin Ebner","profile_url":"https://tugraz.academia.edu/MartinEbner?f_ri=33784","photo":"https://0.academia-photos.com/64604/18167/75486795/s65_martin.ebner.jpg"}</script></span></span></li><li class="js-paper-rank-work_78530469 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="78530469"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 78530469, container: ".js-paper-rank-work_78530469", }); 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It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. 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This article explains and corrects these misunderstandings one by one and concludes with the Kuhnian insight that a scientific discipline without a large number of thoroughly executed case studies is a discipline without systematic production of exemplars, and a discipline without exemplars is an ineffective one. Social science may be strengthened by the execution of a greater number of good case studies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2402009" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0efe08175d98b345d948f79c8cb03ee7" rel="nofollow" data-download="{"attachment_id":31198643,"asset_id":2402009,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31198643/download_file?st=MTczMjUyMzU3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="81790" href="https://oxford.academia.edu/BentFlyvbjerg">Bent Flyvbjerg</a><script data-card-contents-for-user="81790" type="text/json">{"id":81790,"first_name":"Bent","last_name":"Flyvbjerg","domain_name":"oxford","page_name":"BentFlyvbjerg","display_name":"Bent Flyvbjerg","profile_url":"https://oxford.academia.edu/BentFlyvbjerg?f_ri=33784","photo":"https://0.academia-photos.com/81790/22737/1557553/s65_bent.flyvbjerg.jpg"}</script></span></span></li><li class="js-paper-rank-work_2402009 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2402009"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2402009, container: ".js-paper-rank-work_2402009", }); 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$(".js-view-count[data-work-id=2402009]").text(description); $(".js-view-count-work_2402009").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2402009").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2402009"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">958</a>  </div><span class="InlineList-item-text u-textTruncate u-pl11x"><a class="InlineList-item-text" data-has-card-for-ri="8" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="26" href="https://www.academia.edu/Documents/in/Business">Business</a>, <script data-card-contents-for-ri="26" type="text/json">{"id":26,"name":"Business","url":"https://www.academia.edu/Documents/in/Business?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27" href="https://www.academia.edu/Documents/in/Entrepreneurship">Entrepreneurship</a>, <script data-card-contents-for-ri="27" type="text/json">{"id":27,"name":"Entrepreneurship","url":"https://www.academia.edu/Documents/in/Entrepreneurship?f_ri=33784","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="32" href="https://www.academia.edu/Documents/in/Organizational_Behavior">Organizational Behavior</a><script data-card-contents-for-ri="32" type="text/json">{"id":32,"name":"Organizational Behavior","url":"https://www.academia.edu/Documents/in/Organizational_Behavior?f_ri=33784","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2402009]'), work: {"id":2402009,"title":"Five Misunderstandings about Case-Study Research","created_at":"2013-01-14T23:52:57.039-08:00","url":"https://www.academia.edu/2402009/Five_Misunderstandings_about_Case_Study_Research?f_ri=33784","dom_id":"work_2402009","summary":"This article examines five common misunderstandings about case-study research: (a) theoretical knowledge is more valuable than practical knowledge; 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This article explains and corrects these misunderstandings one by one and concludes with the Kuhnian insight that a scientific discipline without a large number of thoroughly executed case studies is a discipline without systematic production of exemplars, and a discipline without exemplars is an ineffective one. 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link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28595855" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28595855" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="725549b597685b6ccde420939cad0311" rel="nofollow" data-download="{"attachment_id":50587063,"asset_id":28595855,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50587063/download_file?st=MTczMjUyMzU3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41224" href="https://vub.academia.edu/JoTondeur">Jo Tondeur</a><script data-card-contents-for-user="41224" type="text/json">{"id":41224,"first_name":"Jo","last_name":"Tondeur","domain_name":"vub","page_name":"JoTondeur","display_name":"Jo Tondeur","profile_url":"https://vub.academia.edu/JoTondeur?f_ri=33784","photo":"https://0.academia-photos.com/41224/13488/1670574/s65_jo.tondeur.png"}</script></span></span></li><li class="js-paper-rank-work_28595855 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28595855"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28595855, container: ".js-paper-rank-work_28595855", }); 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